問題解決学習に特有の思考様式の中間項を用いた授業分析による解明 : 発言の意図・含意の解釈の客観的表現

1990, the Laboratory of Educational Methodology at Nagoya University has been working to elucidate the structure of the relationship among various lesson factors through lesson analysis based on detailed lesson records (transcript), and has proposed a descriptive form called the “Intermediate Term” which is used to enhance the validity of interpretation and the possibility of sharing. The Intermediate Term is a descriptive form that is positioned “in between” the observed and recorded lesson records as facts and the related structure of various lesson factors as a theoretical model of the classroom teaching and learning, which is derived by the researcher through analysis and discussion of the records, and is described using symbols defined for lesson analysis. It is described using symbols defined for the purpose of lesson analysis. In this study, we aim to reconsider a series of Intermediate Term studies and develop them as a research methodology. On the other hand, “problem-solving learning” in social studies lessons deserves attention in today’s world, where the realization of independent, interactive, and deep learning is demanded. In problem-solving learning, children, who are the subjects of their daily lives, take up the most serious problems they feel and, in the process of seeking solutions, acquire knowledge and skills and think from multiple angles and perspectives in a proactive and cooperative manner. However, it is not only facts familiar to daily life that evoke a sense of urgency in problem-solving learning, but also the interaction between the learning material and the children that establishes that urgency. Therefore, it is necessary to clarify how earnestness is generated and heightened in the process of encountering and pursuing the material in classes oriented toward solving social problems selected by the teacher. In this study, based on the results and issues of a series of studies on the Intermediate Term as lesson analysis methods, we aim to develop it for clarifying the related structure of various lesson factors by actively including the students’ intention and implication uncovered by the analyst’s interpretation of the statements in the description. In addition, we aim to elucidate the thinking style inherent to problem-solving learning by clarifying how children express the emergence and growth of earnestness through their interactions with events and people they encounter in the process of learning. As a result of our research, we were able to elucidate the form of thinking inherent in problemsolving learning through analysis of students’ utterances in a junior high school social studies class on the theme of “Can Japanese agriculture become a strong agriculture? The forms of thinking that were identified by lesson analysis are as follows. -- [Specific examples of success] >> {(generalized solution)} -- [Specific facts that prevent success] >> {(generalized solution): denial of feasibility} Future research is needed to increase the number of cases analyzed, to increase objectivity and validity in converting to intermediate terms, and to generate theory from intermediate terms by means of symbolic forms.