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R.H.E_019_073.pdf | 542.46 kB | Adobe PDF | 見る/開く |
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DCフィールド | 値 | 言語 |
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dc.contributor.author | 田島, 充士 | ja |
dc.contributor.alternative | TAJIMA, Atsushi | en |
dc.contributor.transcription | タジマ, アツシ | ja-Kana |
dc.date.accessioned | 2014-04-22T05:11:46Z | - |
dc.date.available | 2014-04-22T05:11:46Z | - |
dc.date.issued | 2013-12-01 | - |
dc.identifier.issn | 1341-4836 | - |
dc.identifier.uri | http://hdl.handle.net/2433/185760 | - |
dc.description.abstract | The present study investigated the potential of university education from the perspective of Vygotsky's semiotics. Following Vygotsky's theory, this study defined "partial understanding" as rote learning that enables learners to use what is learned in only one social context, and defined the ability to generalize the application of such knowledge beyond that contexts as "boundary crossing" (Engeström, 2001; Engeström, Engeström & Kärkkäinen, 1995; Wenger, 1998). Thus, boundary crossing can be considered the ability to connect, during dialogic interactions, knowledge that has been nurtured in different social contexts. However, engagement in co-creative communication with others from heterogeneous social backgrounds is not easy; some students achieve only partial understanding, even in interactions that require each speaker to engage in boundary crossing. In examining the effects of recent interventions by universities to promote students' ability to engage in boundary crossing and move beyond partial understanding, I identified those characteristics of university teachers that render them especially well-suited to facilitate this kind of growth in their students. | en |
dc.format.mimetype | application/pdf | - |
dc.language.iso | jpn | - |
dc.publisher | 京都大学高等教育研究開発推進センター | ja |
dc.publisher.alternative | Center for the Promotion of Excellence in Higher Education, Kyoto University | en |
dc.subject | 越境 | ja |
dc.subject | 社会的文脈 | ja |
dc.subject | 内言の自覚性と随意性 | ja |
dc.subject | 統覚 | ja |
dc.subject | 分かったつもり | ja |
dc.subject | boundary crossing | en |
dc.subject | social contexts | en |
dc.subject | awareness and voluntary control of inner speech | en |
dc.subject | apperception | en |
dc.subject | partial understanding | en |
dc.subject.ndc | 377 | - |
dc.title | <高等教育の動向>異質さと共創するための大学教育 : ヴィゴツキーの言語論から越境の意義を考える | ja |
dc.title.alternative | <Trends of Higher Education>University-Level Interventions to Facilitate Co-creative Heterogeneous Communication : The Role of Boundary Crossing from the Perspective of Vygotsky's Semiotics | en |
dc.type | departmental bulletin paper | - |
dc.type.niitype | Departmental Bulletin Paper | - |
dc.identifier.ncid | AN10487452 | - |
dc.identifier.jtitle | 京都大学高等教育研究 | ja |
dc.identifier.volume | 19 | - |
dc.identifier.spage | 73 | - |
dc.identifier.epage | 86 | - |
dc.textversion | publisher | - |
dc.sortkey | 07 | - |
dc.address | 東京外国語大学大学院総合国際学研究院 | ja |
dc.address.alternative | Institute of Global Studies, Tokyo University of Foreign Studies | en |
dcterms.accessRights | open access | - |
dc.identifier.pissn | 1341-4836 | - |
dc.identifier.jtitle-alternative | Kyoto University Researches in Higher Education | en |
出現コレクション: | 19号 |
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