本研究の目的は,(1)児童が学び取っている,話し合いを支えるGR(グラウンド・ルール)の意味,(2)その学びの契機になったと考えられる授業実践の特徴,の2点を明らかにすることであった。学年進行に伴ってそれまでと異なった授業観をもった教師が担任となった6年生1学級(女児12名,男児10名)を対象に,質問紙調査,インタビュー調査,国語の授業観察を行った。質問紙およびインタビュー調査から,(1)考えのわずかな違いも重要だと考えるようになった,(2)自分の意見にこだわり,じっくりと考えることで学びが深まることを実感した,(3)他者の考えを聞いて学ぶことが重要であると考えるようになった,などの学びが児童に生じていたことが示された。さらに第5学年時と比較しながら第6学年時の授業過程を検討した結果,(1)視点の多様性と違いをもとにした学びの深まり,(2)全ての児童を学習の主体とする談話の場づくり,という特徴が学びの契機となっていたことが示唆された。教師は,リヴォイシングなどの談話方略を用いて,児童が他者の考え方を共有し,その視点から各自の立場を考えなおすような機会を授業に生成していた。

The present study examined the process whereby elementary school students foster the meaning of ground rules (GR) for discussions in their classroom. One sixth-grade class (12 girls, 10 boys) was studied. When these students were promoted to the next grade, the new teacher's beliefs about learning were different from those of the previous teacher. The children completed a questionnaire and were interviewed about their own meaning of the classroom ground rules. In addition, their Japanese language classes were observed when the students were fifth and sixth graders. The results showed that the students were aware of (1) the importance of even subtle differences among ideas, (2) the feeling that their learning deepened through maintaining and thinking reflectively about their own opinions, and (3) the possibility of learning by paying rapt attention to others' opinions. A comparison of the discourse processes of the fifth- and sixth-grade lessons suggested that impetuses for learning were (1) deepening learning based upon a diversity of views, and (2) the encouragement of discussion in which students participated actively. Using discourse strategies such as revoicing, this class's teachers provided opportunities in the classroom for sharing others' points of view and reflecting upon the students' own standpoint.