@article{oai:aue.repo.nii.ac.jp:00007262,
 author = {下田, 実},
 journal = {教科開発学論集},
 month = {Mar},
 note = {text, 本研究の目的は、「『場』との関わり」をつくる指導の視点とありようについて考察することにある。本研究においては「場」を「授業の目標に沿って学習に取り組んでいる状況」と定義し、「『場』との関わり」とはその状況に身を置くことととらえている。したがって、「『場』との関わり」をつくる指導とは、「授業の目標に沿って学習に取り組むことを促す指導」を指している。考察にあたって、短歌の鑑賞指導を取り上げ、２人の教師の実践を比較した。また、主たる研究方法として、困難を抱える学習者を中心に、周囲の学習者との関わりやそれぞれの立ち位置にも目を向けて、指導のありようを教師自身が物語ることを試みた。研究の結果、充実した学習が実現する生徒の間には、同じ課題を追究する者への受容と共感が生じていることが確認されたことから、「『場』との関わりをつくる指導」を、受容と共感の生起を視点として構想される学習指導ととらえた。また、そのありようは、個々の生徒の実態をとらえ、その学習の取り組みを学級内の関係性の中に価値づける対話的な営みに集約されると考えた。, The purpose of this research is to examine the perspective and modality of coaching that forms the “engagement with the “Circumstance””. In this research, I define the “Circumstance” as “the circumstance in which learners engage in learning in accordance with the goals of lessons”, and consider the “engagement with the “Circumstance”” as placing oneself in that circumstance. As such, the coaching that forms the “engagement with the “Circumstance”” means the “coaching which encourage learners to engage in learning in accordance with the goals of lessons”. In my research, I have chosen the coaching of appreciation of tanka (31-syllabled Japanese traditional verse) and compared the practices of two teachers. As a major method of research, I have tried to encourage the teachers themselves to talk about the way of their coaching with a particular focus on learners who are having difficulty, focusing on their relationships with the surrounding learners and their respective positions. As a result of my research, it has been confirmed that acceptance and empathy have arisen among the students who were successful in achieving fulfilling learning with those who pursue the same assignment. For this reason, I consider the “coaching that forms the engagement with the “Circumstance”” to be the educational guidance which can be formed based on the perspective of acceptance and empathy that will arise. In addition, the modality thereof can be summarized as the dialogical acts where the reality of individual students is perceived and their learning engagement is valued within the relationship in their classes., 静岡大学大学院教育学研究科},
 pages = {31--40},
 title = {研究：「『場』との関わり」をつくる指導  ー短歌の鑑賞指導を手がかりにしてー},
 volume = {7},
 year = {2019}
}