ᩍ⫱㻌 㻞㻱㼂㻝㻝㻤㻌 ᪥ᚰ➨ 㻣㻡 ᅇ䠄㻞㻜㻝㻝䠅㻌 ▱㆑ᵓ⠏ⓗࢹࢫ࢝ࢵࢩࣙࣥ࠾ࡅࡿⴱ⸨ࡢᙺ 㸫ศᯒࢆ୰ᚰ㸫 ۑఀ⸨㈗㸯࣭㘠⏣ᬛᗈ㸰 㸦㸯㝣Ꮫᮍ᮶㐀Ꮫ㒊࣭㸰㝣ඛ➃⛉Ꮫᢏ⾡Ꮫ㝔ᏛᏛ㝔ᩍ⫱ࢽࢩࢸࣈࢭࣥࢱ࣮㸧 ࣮࣮࢟࣡ࢻ: ▱㆑ᵓ⠏࣭ࢹࢫ࢝ࢵࢩ࣭ࣙࣥⴱ⸨ The role of conflicts in the knowledge-building discussion Takaaki ITO1 and Tomohiro NABETA2 1 ( School of Future Learning, Hokuriku Univ., 2 Center for Graduate Education Initiative, Japan Advanced Institute of Science and Technology) Key words: knowledge building, discussion, conflict ┠ ⓗ ⌧ᅾ㸪Ꮫ㝔ᩍ⫱࠾࠸࡚ࡣᖜᗈ࠸ᑓ㛛▱㆑ࡅࡽࢀ㸪 㧗ᗘ࡞ᐇ㊶ຊࢆවࡡഛ࠼ࡓேᮦࡢ⫱ᡂࡀồࡵࡽࢀ࡚࠸ࡿࠋࡑ ࡢࡓࡵࡣ㸪እ㒊ࡽ࠼ࡽࢀࡓၥ㢟ࢆゎࡃᢏ⾡ࢆ㌟ࡘࡅ ࡿࡢ࡛ࡣ࡞ࡃ㸪⮬ࡽࡀၥ㢟Ⓨぢࡋ㸪ࡑࢀࢆᐃᘧࡍࡿ୰࡛ゎ Ỵࡋ㸪᪂ࡓ࡞▱ࢆฟࡋ࡚࠸ࡃຊࢆ㌟ࡘࡅࡿࡇࡀᚲせ࡛ ࠶ࡿࠋⴭ⪅ࡢ୍ேࡀᡤᒓࡍࡿᏛ㝔࡛ࡣ㸪ᩍ⫱ෆᐜࡢ୍⎔ ࡋ࡚ࢢ࣮ࣝࣉࢹࢫ࢝ࢵࢩࣙࣥ㸦௨ୗ GD㸧ࢆྲྀࡾධࢀ㸪ゎ Ỵἲࡇࢁၥ㢟ࡉ࠼ࡶ࠼ࡽࢀ࡞࠸ᑐ㇟ࡸ㢟ᮦࡘ࠸࡚㆟ ㄽࡉࡏࡿ୰࡛㸪࠸ၥ㢟Ⓨぢࡢ⣒ཱྀࢆࡘࡳ㸪ゎỴᑟ ࠸࡚࠸ࡃࡢࢆ⪃࠼ࡿຊࢆ⫱ᡂࡋ࡚࠸ࡿࠋ ࡛ࡣ㸪GD ࡼࡗ࡚ࡢࡼ࠺ࡋ࡚᪂ࡓ࡞▱ࢆฟ࡛ࡁࡿ ࡢࡔࢁ࠺ࠋᮏ◊✲࡛ࡣ㸪ၥ㢟ⓎぢࡽゎỴࡲ࡛ࡢ୍㐃ࡢὶ ࢀࢆࠕ▱㆑ᵓ⠏ⓗࢹࢫ࢝ࢵࢩࣙࣥࠖࡋ㸪ᐇ㝿ࡢ GD ࡢ ࢆᇶࡑࡢ≉ᚩཧຍ⪅ࡢᙺࢆᢳฟࡍࡿࡇࢆ┠ⓗࡋ ࡓࠋ▱㆑ᵓ⠏ࡣ Scardamalia ࡽ㸦e.g., Scardamalia & Bereiter, 2006㸧ࡢᥦၐࡋࡓᴫᛕ࡛࠶ࡾ㸪᪤Ꮡࡢ▱㆑ࢆཷືⓗཷࡅධ ࢀࡿࡢ࡛ࡣ࡞ࡃ㸪᪂ࡓ࡞▱ࢆ㐀ࡍࡿࡓࡵᴫᛕࡢᨵၿࡀ࡞ࡉ ࢀࡿࡼ࠺࡞ࡶࡢࢆᣦࡍࠋGD ࠾࠸࡚ࡣ㸪༠ྠࡍࡿ⪅ࡢព ぢࢆ㥍ࡋඃຎࢆࡘࡅࡿࡢ࡛ࡣ࡞ࡃ㸪ཧຍ⪅┦ࡢ⌮ゎඹ᭷㸪 ྜពᙧᡂࢆ┠ⓗពぢࢆಟṇࡋ㸪௦᭰ࡸᨵၿ⟇ࢆᥦ㉳ࡍࡿ ࡼ࠺࡞άືࡀࠕ▱㆑ᵓ⠏ⓗࢹࢫ࢝ࢵࢩࣙࣥࠖ࡞ࡿࠋ ᮏ◊✲࡛ࡣ㸪GD ࢆศᯒࡍࡿࡓࡵࡢどⅬࡋ࡚ⴱ⸨ࡢ⏕㉳ ╔┠ࡋࡓࠋ▱㆑ᵓ⠏ࡀ࡞ࡉࢀࡿࡓࡵࡣ㸪࠸ࡢពぢࢆ㐺 ☜ᤊ࠼ࡿ୰࡛⏕㉳ࡍࡿከᵝᛶࡀ㔜せ࡞㘽࡞ࡿࠋGD ࠾ ࠸࡚ࡣ㸪ཧຍ⪅ࡢ୰⏕ࡲࢀࡿၥࡸពぢࡢ㣗࠸㐪࠸࡞ࡢ ࠸ࢃࡺࡿពぢࡢⴱ⸨≧ែࡀヱᙜࡍࡿࠋⴱ⸨ࡢ⏕㉳ࡼࡗ࡚ព ぢࡢಟṇࡸᵓ⠏ࡘ࡞ࡀࡾ㸪▱㆑ᵓ⠏ᑟࢀࡿࡢ࡛ ࠶ࡿࠋࡋࡋ㸪ⴱ⸨ࡢ⏕㉳ࡀࡢࡼ࠺࡞ሙ㠃࡛ぢࡽࢀࡿࡢ㸪 ࡲࡓⴱ⸨ࡑࡢࡶࡢࡶ」ᩘࡢࣃࢱ࣮ࣥࡀぢࡽࢀࡿࡢࡘ࠸ ࡚ࡣ᫂࡞Ⅼࡀከࡃ㸪ᮏ◊✲࡛ࡣⴱ⸨ࡢ⏕㉳Ѝ▱㆑ᵓ⠏࠸ ࠺Ⴀࡳࢆయ⣔ⓗᤊ࠼ࡿࡇࢆ┠ⓗࡋࡓࠋ ᪉ ἲ ཧຍ⪅ Ꮫ㝔⏕ 7 ྡࠋ࠺ࡕ 1 ྡࡣ༤ኈㄢ⛬ᡤᒓࡢᏛ㝔⏕ ࡛࠶ࡾ㸪GD ࡢㄪᩚᙺ㸦TA㸧ࡋ࡚ཧຍࡋࡓࠋ ᪉ἲ GD ࡣ༙ᮇ࡛ 6 ᅇᐇࡉࢀࡓࠋGD ࡢᵝᏊࡣࣅࢹ࡛࢜ ᙳࡉࢀ㸪ᫎീࢆࡶࢺࣛࣥࢫࢡࣜࣉࢺࢆసᡂࡋࡓࠋศᯒ ࠶ࡓࡾ㸪ྛཧຍ⪅ࡢⓎゝࢆ௨ୗࡢ࢝ࢸࢦ࡛ࣜศ㢮ࡋࡓࠋձ ᙇ㸪ղၥ㸪ճ㉁ၥ㸪մㄽ㸪յゝ࠸࠼㸪ն㏉㸪շࡑࡢ ࡛࠶ࡿࠋࡲࡓ㸪ᮏ◊✲࡛ࡣⴱ⸨ࡢ⏕㉳ὀ┠ࡍࡿࡓࡵ㸪GD ࡛࡞ࡉࢀࡓⓎゝࡢ୰࡛࠸ࡢពぢࡀ㣗࠸㐪࠺ሙ㠃↔Ⅼࢆᙜ ࡚㸪ࡑࡢⴱ⸨ࡀゎᾘࡉࢀࡿࡲ࡛㸪ࡍ࡞ࢃࡕ▱㆑ᵓ⠏⮳ࡿ ࣉࣟࢭࢫࡑࡢෆᐜࢆศᯒࡋࡓࠋGD యࡢ࠺ࡕⴱ⸨ࡢ⏕㉳ ࡽࡑࡢゎᾘࡲ࡛ࢆ୍ࡘࡢ༊ษࡾࡋ㸪ࡑࡢ㝿ᢅࢃࢀ࡚࠸ ࡿヰ㢟ࡈྛཧຍ⪅ࡢⓎゝࢆ࢝ࢸࢦࣜࡋ㸪ศᯒࡍࡿ ࠸࠺ᙧ࡛⾜ࡗࡓࠋ ⤖ ᯝ ࠕⴱ⸨ࡽ▱㆑ᵓ⠏ࠖ 㸦ͤྡ๓ࡣ௬⛠㸧 㸦⛉Ꮫࡣఱࡘ࠸࡚ヰࡋྜࡗ࡚࠸ࡿሙ㠃㸧 ᑎ㸸࠶㸪࡞ࢇゝࡗ࡚࠸ࡿ⛉Ꮫࡣ㸪࡞ࢇࡇࡢṇᙜࡢࣉ ࣟࢭࢫᏑᅾࡍࡿࢇ࡛ࡍࡼࡡ㸽ࡑࡋࡓࡽ㸪࡞ࢇሗࡢ ▱㆑ࡑࡢࡶࡢࡣ⛉Ꮫ࡞ࡽ࡞࠸ࢇ࡛ࡍࡡ㸽 㸺㉁ၥ㸯㸼 ➲㔝㸸࠸ࡸ㸪ࡑࢀࡶࡔࡗ࡚⛉Ꮫࡗ࡚ࡶࡶ⛉Ꮫࡢ▱㆑࡛࠶ ࡗࡓࡶࡢࢆධຊࡋ࡚ࡢሗࡋ࡚ධࡗࡓࡣ㸪ࡇࡇ ࡢධຊ▱㆑㸪▱㆑ࡢሗࡶ⛉Ꮫ࡞ࡿࡋ㸪ࡉࡽࡑࡇ ⛉Ꮫࡀධࢀࡤ㸪ࡉࡽ㸪࡞ࢇ᳨ド㸪⢭⦓ࡉࢀࡓ ⛉Ꮫࡢ▱㆑࡞ࡿࠋࡔࡽูࡇࢀ࠸ࢁࢇ࡞ሗูධ ࢀ࡚ࡶࡼࡃ࡚㸪ࡇ࠺ࡇ࠺⛉Ꮫ࡞ࡿࡋ㸪࡞ࡽ࡞࠸ࡁࡶ ࠶ࡿࠋ 㸺ᙇ㸯㸼 ᶫ㸸ࡃ㸪࠼㸪࡞ࢇᗞࡢⲡࢆࡤ࣮ྲྀࡗࡓࡢࡀ㸪 ࡇࢀࡀ⥳ࡢⴥࡗࡥࡇ࠺࠸࠺ࡁ࡞ⴥࡗࡥ࠶ࡿ࡞ࡗ࡚ ࠸࠺ࡢࡀ㸪ࡑࡢࡲࡎ᭱ึࡢሗࡢࡇࢁ࡛㸪ࡑࡇࡢ┿ࢇ ୰ࡢᅄゅࡢ㒊ศࡀࡓ࠼ࡤᰁⰍ㸪⨾⾡ࡢࣉࣟࢭࢫධࡿ ࡑࢀࡣ࢘ࢺࣉࢵࢺࡋ࡚ࡇ࠺࠸࠺ᰁᩱ㸪Ⰽࡅࡿᰁ ᩱ࡞ࡿ࡞ࡗ࡚࠸࠺ࡓ࠼ࡤ▱㆑ࠋ࡛㸪ࡑࢀࡀࡶࡋࡶ┿ ࢇ୰ࡢࡇࢁࡀ࠾་⪅ࡉࢇ་Ꮫࡢ▱㆑ṇᙜࣉࣟࢭࢫ ධࡿࡑࢀࡣ⸆ⲡ࡞ࡿࠋ 㸺ᙇ㸰㸼 㸦୰␎㸧 ᶫ㸸⚾ࡢ⌮ゎ࡛࠶ࡗ࡚ࡲࡍ㸽 㸺㉁ၥ㸰㸼 ➲㔝㸸ࡑࢀࡣࡢ⌮ゎఝ࡚࠸ࡿࡶࡢ࡞ࡢ࡛ࠋ㸺 㸺㏉㸯㸼 ➲㔝㸸ࡑࢀ࡛ᑎࡉࢇࠋ࡞ࢇၥ࠶ࡾࡲࡍ㸽㸺 㸺㉁ၥ㸼 ᑎ㸸࠺ࢇ㸪ࡶ࠺ࢃࡾࡲࡋࡓࠋ 㸺㏉㸰㸼 ⪃ ᐹ ୖࡢ࡛ࡣ㸪ᑎࡽࡢ㉁ၥࡼࡗ࡚ᑎ⮬㌟ࡢⴱ⸨≧ ἣࢆ⾲᫂ࡍࡿᙧ࡞ࡗ࡚࠸ࡿ㸦㉁ၥ㸯㸧ࠋࡑࢀᑐࡋ࡚➲㔝ࡀ ⮬ࡽࡢ⪃࠼ࢆᙇࡋ㸦ᙇ㸯㸧㸪⥆ࡅ࡚ᶫࡀලయࢆ⏝࠸࡚ ሗࢆຍࡋ࡚࠸ࡿ㸦ᙇ㸰㸧ࠋ᭱⤊ⓗࡣᶫ㸪➲㔝㛫࠾ ࡅࡿ☜ㄆࡽᑎࢆྵࡵࡓ୕⪅㛫࡛ྜពᙧᡂ⮳ࡿ㸦㏉ 㸯㸪㸰㸧࠸࠺ࣉࣟࢭࢫࡢᏑᅾࡀࢃࡿࠋ≉ᶫࡢⓎゝࡣ㸪 ᑎࡢⴱ⸨≧ែࢆゎᾘࡍࡿࡓࡵฟࡉࢀࡓ▱࡛࠶ࡾ㸪ࡇࡢ ࡼ࠺࡞ࢧࢡࣝࢆ⧞ࡾ㏉ࡋ࡞ࡀࡽ GD ࡀ㐍⾜ࡍࢀࡤ㸪 ࠕ▱㆑ᵓ ⠏ⓗࢹࢫ࢝ࢵࢩࣙࣥࠖࡋ࡚ᶵ⬟ࡍࡿ࠸࠼ࡿࡔࢁ࠺ࠋ ᘬ⏝ᩥ⊩ Scardamalia & Bereiter (2006). Knowledge building: theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge Handbook of The Learning Sciences. Cambridge University Press. pp. 97-115. ̿ 1174 ̿
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