Empirical Study of “Communication Development in the Classroom” in Constructivist Social Studies Class ― Through the Ingenuity of the Material to Visualize the Heterogeneity of Thinking ―

本研究の目的は，社会科授業における「思考の異種性の可視化を促す資料」を活用した対話的解決過程の事例分析を通して，構成主義的社会科授業における「教室でのコミュニケーション展開」を実証的に考察しようとするものである。現在，構成主義的アプローチの社会科授業の研究が進んできているが，従来の問題解決学習との相違点が曖昧で，その改善として位置づけている研究も多い。本研究では，「思考の異種性」「言語ゲーム」の分析から，従来の教授―学習関係の転換を試みた山住のアプローチを検討し，その実践的課題を示した上で，社会科授業における「思考の異種性の可視化を促す資料」を活用した対話的解決過程の事例分析を行った。映像，絵，言葉，数の要素を資料の中に組み込むことで，一人一人の個性的な心理的ツールの使用を保証するとともに，情報の非対称性をもとに相互関連を促そうと試みた。Through the case analysis of the interactive solving process that utilizes the "material that promotes visualization of the heterogeneity of thinking" in the social studies class, the purpose of this study, empirical "Communication development in the classroom" in constructivist social studies class it is intended to be discussed. Currently, the study of social studies lesson constructivist approach has been advanced, but the differences between the problem-solving learning of conventional ambiguous, research that is positioned as the improvement in many cases. In this study, from the analysis "heterogeneity of thought" and "language game", Professor of conventional - on which to consider the approach of Yamazumi tried the conversion of learning relationship, and showed its practical issues, social studies lesson I went a case analysis of the interactive solving process that utilizes the "material that promotes visualization of the heterogeneity of thinking" in the. The incorporation in the article element video, picture, word, number, and tried as well to ensure the use of psychological tools individuality of each person, and Engaging Our inter-related on the basis of the information asymmetry