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北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University >
第139号 >
対話的教育論に関する研究動向
| Title: | 対話的教育論に関する研究動向 |
| Other Titles: | Research trends in dialogic pedagogy |
| Authors: | 佐竹, 貴明1 Browse this author |
| Authors(alt): | Satake, Takaaki1 |
| Keywords: | 対話 | | 対話的教育論 | | 道具論的アプローチ | | 存在論的アプローチ | | Dialogue | | Dialogic pedagogy | | Instrumental approach | | Ontological approach |
| Issue Date: | 24-Dec-2021 |
| Publisher: | 北海道大学大学院教育学研究院 |
| Journal Title: | 北海道大学大学院教育学研究院紀要 |
| Journal Title(alt): | Bulletin of Faculty of Education, Hokkaido University |
| Volume: | 139 |
| Start Page: | 85 |
| End Page: | 109 |
| Abstract: | 本論文では，欧米で展開されている対話的教育論に関する研究を道具論的アプローチと存在論的アプローチの二つに分類し，概観した。道具論的アプローチでは，対話を子どもの効果的な学習を実現するための手段であるとし，対話的教育の指標や原則を明らかにしている。つまり，道具論的アプローチにおける対話的というのは，ある特定の原則の達成，手段の使用によって達成されるものであることが明らかになった。一方，存在論的アプローチでは，対話を特定の教育の手段とするのではなく，人と人が入り込む関係であるとしている。その際に，対話に参加する教師のあり方，すなわち，教師も授業の中で子どもたちの教材理解に影響を受けながら，自身の既存の理解を問い直していくような教師の学びに焦点が当てられていることが明らかになった。 | | This paper provides an overview of the research on dialogic pedagogy theory developed in Europe and the United States, categorizing it into two approaches: the instrumental approach and the ontological approach.
The instrumental approach considers dialogue as a means to achieve effective learning for children, and identifies indicators and principles of dialogic education. In other words, dialogic in the instrumental approach is revealed to be something that is achieved through the achievement of certain principles and the use of certain means.
The ontological approach, on the other hand, does not see dialogue as a specific means of education, but as a relationship that people enter into. In these approaches, the focus is on the teacher's participation in the dialogue, where the teacher is also influenced by the children's understanding of the material in the classroom and questions his or her own existing understanding.
It can also be inferred that the differences in the educational views behind these differences have a significant impact. While the instrumental approach aims to lead children to a point of achievement set before the class by the teacher based on educational objectives, the ontological approach aims for children to experience the dialogue itself rather than to reach a specific endpoint.
It can also be inferred that the differences in the perspective of education behind these differences have a significant impact. While the instrumental approach aims to lead children to a preset endpoint by the teacher based on educational objectives, the ontological approach aims for children to experience the dialogue itself rather than to reach a specific pre-set point of arrival before the dialogue. |
| Type: | bulletin (article) |
| URI: | http://hdl.handle.net/2115/83806 |
| Appears in Collections: | 北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University > 第139号
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