著者

藤川 大祐

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.31, pp.201-207, 1992-03-30

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Classes on four subjects (Japanese, mathematics, science, and social studies) in a junior high school classroom are observed and video-recorded, and later transcribed. And the four teachers are interviewed by stimulated-recall. Then questioning strategies of three teachers (except mathematics) are analysed, using the methods of "classroom discourse" research and "teachers' thought processes" research. For each teacher, various problems concerning the questioning strategies are identified. And common characteristics of the three are discussed.