地域の公立小中学校に通う障害児は何を学ぶのか : 活動理論による分析

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タイトル別名
  • Learning of Disabled Children in Japan : Simultaneous Participation in Different Activity Systems
  • チイキ ノ コウリツ ショウチュウ ガッコウ ニ カヨウ ショウガイジ ワ ナニ オ マナブノカ カツドウ リロン ニ ヨル ブンセキ

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抄録

The learning activity systems of disabled children attending local public school in Japan were analyzed within the framework of activity theory. The children participated in several different activity systems at the same time, all which have certain structural features in common. These include Subject child, the presence of adults who guide the child's learning, the goals that those adults have, and the ontogenetic history that constrains the goals. In this study, two systems, family and special education classroom, and their relationship were analyzed. The data was from my experience as an advisor of parents and teachers of disabled children who attend special education classes in local public elementary and junior high schools in Japan. When both systems are mediated by the same Subject child, two kinds of contradictions became visible, both of which are the possible moment of the development of each system : intra-systemic and inter-systemic contradictions. The latter occurs because the adults in each system envision the future of the same Subject child based on the different ontogenetic history of the system, and the former occurs because the possible future of the child has to be envisioned based on the existing past. The possibility of the resolution of the contradictions and the development of the systems when they experience a shared ontogenetic history is discussed.

収録刊行物

  • 心理科学

    心理科学 23 (1), 1-26, 2002

    心理科学研究会

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