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Title: 授業通信による学生との相互行為II : 相互行為はいかにして作られたか
Other Titles: <Papers> The Classroom Newsletter Constructs the Interaction between Teacher and Students II : How Has the Interaction Been Constructed?
Authors: 溝上, 慎一  KAKEN_name
藤田, 哲也  KAKEN_name
Author's alias: Mizokami, Shinichi
Fujita, Tetsuya
Issue Date: 1-Sep-2001
Publisher: 京都大学高等教育教授システム開発センター
Journal title: 京都大学高等教育研究
Volume: 7
Start page: 89
End page: 110
Abstract: The purposes of this article were to complement the previous article, "The Classroom Newsletter Constructs the Interaction between Teacher and Students I" (Fujita & Mizokami, 2001), examining (1) whether the interaction between teacher and students was produced in students' experience world through Fuji-no-Tayori as a classroom newsletter, (2) what kinds of teacher's operations to students there could be seen in Fuji-no-Tayori, and (3) what distinctive characteristics Fuji-no-Tayori had compared to other communication tools to actualize the interaction between teacher and students such as Shuttle Card "Daifuku", "Nandemo-Cho" and "Sitsumon-Sho". As the results of analyses, the first point was empirically proved, and in terms of the second point, the following four teacher's operations were found; (1) narrating to students, (2) writing as if Fuji-no-Tayori was an interesting thing to read, (3) the teacher's mind was open to students' ideas and opinions, and (4) letting students attend Fuji-no-Tayori as questioners. These operations were clarified by the bottom-up approach in teaching research at university tentatively proposed in this article. The third point was indicated in the following: that is to say, the common points between Fuji-no-Tayori and other three communication tools were that they didn't posit real time conversation and discussion in the classroom, they were products as a result of having seeked the lesson form to let students actively attend in the classroom, and they were communication tools to actualize an interaction between teacher and students developed under such conditions. And, the distinctive characteristic of Fuji-no-Tayori was thoroughly to guarantee students' understanding of lecture contents by supplementing them and answers to students' questions.
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