2024-03-28T08:26:24Z
https://repository.dl.itc.u-tokyo.ac.jp/oai
oai:repository.dl.itc.u-tokyo.ac.jp:00031587
2022-12-19T04:07:57Z
9:504:4297:4330
97:4295:4329
The Teacher's Negation of Children's Interpretations : A consideration of Kihaku Saito's class on "where the exit is"
教師が子どもの解釈を否定することについて : 斎藤喜博の「出口」の授業を手がかりに
小池, 順子
69872
370
371.5
375.1
application/pdf
The aim of the present paper is to show that a teacher's nagation of children's interpretations in a class dose not always break down children's possibilities. A consideration is made on Kihaku Saito's class "where the exit is", by using Hegel's philosophy on consciousness. In a language arts class at an elementary school. Saito negated children's interpretations of "deguchi (exit)" of a forest. By this nagation, the stabilities of children's identities were broken down by Saito. But going through discussions with him, however, the children came to understand why he had negated their interpretations and to take in Saito's interpretation of "deguchi (exit)". At the same time, they regained stabilities of their identities. The author conclude that the children's initial interpretations, which seemed to have disappeared, were actually reserved and enriched the children's second interpretations. This means that the children's consciousness reformed on their own and became richer.
departmental bulletin paper
東京大学大学院教育学研究科
2000-03-15
application/pdf
東京大学大学院教育学研究科紀要
39
383
392
AN10516641
13421050
https://repository.dl.itc.u-tokyo.ac.jp/record/31587/files/KJ00002401087.pdf
jpn