著者
松浦 加奈子
出版者
日本教育社会学会
雑誌
教育社会学研究 (ISSN:03873145)
巻号頁・発行日
vol.96, pp.219-239, 2015-05-29 (Released:2016-07-19)
参考文献数
12
被引用文献数
1 2

本稿の目的は,授業秩序がどのように組織されるのかということを教師による児童間の発話管理という観点から明らかにすることである。本稿ではこれらの目的に対して,授業場面の教師-児童間の実際の活動を記録した映像データを用いて会話分析を行っていく。 本稿は授業秩序を維持するための教師の振る舞いに着目している点において,教師ストラテジー研究と問題関心を共有している。しかし教師ストラテジー研究では想定されてこなかった1対1と1対多のディメンジョンの並存状況を検討している。そして,会話分析を用いて,そこで生じている相互行為の特徴を再記述することで学級の成員が協調して振舞うようになる規則を理解可能な形で見出していく。 分析の中心となるのは,児童の発話に教師が応答することで,児童によって日常会話の順番交替の規則が志向され,授業における課題の組織化が困難になる場面である。その結果,授業進行が停滞し,授業の秩序が動揺していくことになる。それを克服するために,授業場面に適切な「形式」で応答できる者を次の話者として選択し,質問を開始することで,IRE 連鎖を3ターンで完了させ,授業秩序を組織していくのである。
著者
松浦 加奈子
出版者
都留文科大学
雑誌
都留文科大学研究紀要 = 都留文科大学研究紀要 (ISSN:02863774)
巻号頁・発行日
no.87, pp.79-96, 2018-03-01

This paper examines how children regarded as having developmental disabilities become children with developmental disabilities by focusing on the practices for “special consideration” in the relationship between those special children and other children in the classroom. By studying learning scenes with teachers as the object of research, this paper clarifies the intended discipline in the classroom and observes mutual interaction for “special consideration” to be possibly performed. As a result of the analysis, the following three points are revealed. First of all, teachers perform “special consideration” by not cautioning a student for his or her problem behaviors such as running away from a classroom but approving “what he or she can do” in front of the class members; thus, such student can be eventually differentiated. Secondly, not all class members always expect practice of “supporting each other” based on teachers’ perspective on education. At last, when a class has more than one student with development disabilities, the relation with their parents as well as the characteristics of those children with special needs is necessarily for “special consideration” to be possibly performed. In addition, this study shows how “special consideration” especially for students with development disabilities becomes available in the classroom with other students with other problem behaviors; consequently, it also points out teachers’ struggle to practice their perspective on education and maintain classroom discipline.
著者
松浦 加奈子
出版者
関東社会学会
雑誌
年報社会学論集 (ISSN:09194363)
巻号頁・発行日
vol.2021, no.34, pp.120-130, 2021-07-31 (Released:2022-08-31)
参考文献数
18

The purpose of this study is to examine how recognizing disability can eliminate disadvantages in disability experience by capturing self-recognitions of “Normality” and “Disability” and associated changes in behavior in the narratives of children with developmental disabilities and their parents. Three observations are made: Firstly, with the institutionalization of special needs education, parents’ perceptions of their children’s disabilities were constructed, resulting in a change in behavior. Secondly, differences appear in people’s perception of disability and their behavior based on that perception before and after special needs education. Thirdly, the perception of disability by people living as “normal” people creates a situation where they are unaware of the disadvantages.