{"created":"2023-09-08T06:50:33.464654+00:00","id":2000077,"links":{},"metadata":{"_buckets":{"deposit":"af548086-e64f-4413-b056-7aa30944f7e6"},"_deposit":{"created_by":10,"id":"2000077","owner":"10","owners":[10],"pid":{"revision_id":0,"type":"depid","value":"2000077"},"status":"published"},"_oai":{"id":"oai:kanagawa-u.repo.nii.ac.jp:02000077","sets":["1453:1454:1455:1456"]},"author_link":[],"control_number":"2000077","item_3_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"10","bibliographicPageEnd":"9","bibliographicPageStart":"1","bibliographic_titles":[{"bibliographic_title":"神奈川大学人間科学研究","bibliographic_titleLang":"ja"},{"bibliographic_title":"Kanagawa University Journal of Human Sciences","bibliographic_titleLang":"en"}]}]},"item_3_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本稿の目的は、授業開始のあいさつ場面に着目し、学級集団の変容を「成熟」概念を用いて捉え、学級の成熟が当事者たちによってどのように立ち上げられ、どのような過程を経て定着していくのかを明らかにすることである。学級のあるべき姿を一般化する研究や、学級集団の状態を計量化して明らかにする研究では、教師や児童が生きている現実に接近できない。そこで本稿は、学級に長期的に密着し、学級で用いられるナラティヴを研究対象とすることで、教師や児童が構成している現実に接近した。\n　分析の結果、学級の成熟とは、①必ずしも児童全員の変容を要するものではなく、ナラティヴによって立ち上げていくものであり、②課題性を変えることで前の課題をできたことにし、これを積み重ねていくことが学級の成熟であることが明らかになった。成熟はナラティヴによって立ち上げられる必要があるが、単に構成されるだけでは成熟は達成されない。児童たちが教師のナラティヴに応えて実態を改善させる必要もあり、教師は改善された実態を新たなナラティヴによって構成し直し、学級の成熟の一側面を達成させ、次なる課題に向かうのである。ナラティヴと実態の好循環を、教師が児童とともに産み出すことが学級の成熟過程なのである。","subitem_description_language":"ja","subitem_description_type":"Abstract"},{"subitem_description":"The purpose of this paper is to clarify how the maturity of the class is manifested and established by the parties involved. In this paper, I focus on the greeting scene at the beginning of class and use the concept of \"maturity\" to capture the transformation of the class. Studies that generalizes the ideal state of the class or that reveals the state of the classroom group through quantification cannot approach the reality in which teachers and students live. Therefore, this paper approached the reality as constructed by teachers and students by staying in close contact with the class for a long period of time by the parties in the class by using the narratives used in the class as the object of study.\n　As a result of this analysis, the following things become clear: (1) The maturity of the class does not necessarily require the transformation of all students, but is manifested by narratives. (2) By changing the task, we pretend to have completed the previous task, and building on that is the maturity of the class. The maturity needs to be manifested by narratives, but the maturity is not achieved by merely being composed. Students need to respond to the teachers' narratives to improve reality of the situation. The teacher then reconstructs the improved reality with a new narrative, accomplishes an aspect of classroom maturity, and moves on to the next task. The maturation process of the class is for the teacher to create a virtuous cycle of narratives and reality together of the situation with the students.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_3_description_5":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"研究論文","subitem_description_language":"ja","subitem_description_type":"Other"},{"subitem_description":"Full Paper","subitem_description_language":"en","subitem_description_type":"Other"}]},"item_3_publisher_33":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"神奈川大学人間科学研究所","subitem_publisher_language":"ja"},{"subitem_publisher":"The institute of Human Sciences","subitem_publisher_language":"en"}]},"item_3_relation_12":{"attribute_name":"DOI","attribute_value_mlt":[{"subitem_relation_name":[{"subitem_relation_name_text":"10.60352/kujhs.10.0_1"}],"subitem_relation_type":"isVersionOf","subitem_relation_type_id":{"subitem_relation_type_id_text":"https://doi.org/10.60352/kujhs.10.0_1","subitem_relation_type_select":"DOI"}}]},"item_3_version_type_16":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"齋藤, 楓美","creatorNameLang":"ja"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2023-09-08"}],"filename":"01 学級の「成熟」過程に関する実証的研究 －授業開始のあいさつ場面における教師のナラティヴに着目して－.pdf","filesize":[{"value":"419 KB"}],"format":"application/pdf","mimetype":"application/pdf","url":{"url":"https://kanagawa-u.repo.nii.ac.jp/record/2000077/files/01 学級の「成熟」過程に関する実証的研究 －授業開始のあいさつ場面における教師のナラティヴに着目して－.pdf"},"version_id":"a3d9b733-f9bc-4c56-be02-ce85a591f29f"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"学級集団","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"学級経営","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"ナラティヴ","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"エスノグラフィー","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"教育社会学","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"classroom group","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"class management","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"narratives, ethnography","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"sociology of education","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"学級の「成熟」過程に関する実証的研究 －授業開始のあいさつ場面における教師のナラティヴに着目して－","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"学級の「成熟」過程に関する実証的研究 －授業開始のあいさつ場面における教師のナラティヴに着目して－","subitem_title_language":"ja"},{"subitem_title":"An Empirical Study on \"the Maturity\" Process of the Class ： Focusing on Teachers’ Narratives in the Greeting Scene at the Beginning of the Class","subitem_title_language":"en"}]},"item_type_id":"3","owner":"10","path":["1456"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2023-09-08"},"publish_date":"2023-09-08","publish_status":"0","recid":"2000077","relation_version_is_last":true,"title":["学級の「成熟」過程に関する実証的研究 －授業開始のあいさつ場面における教師のナラティヴに着目して－"],"weko_creator_id":"10","weko_shared_id":-1},"updated":"2024-02-20T00:39:00.863963+00:00"}