ABSTRACT

Bansho (Japanese board writing) is becoming an area of interest among researchers and educators as it serves as an asset to make a searching inquiry into teaching. This study aimed to identify the principles of teacher’s decision-making in bansho process. Data of the study were drawn from a sixth-grade Social Studies lesson in a school in Japan. The lesson was observed and then transcribed into the lesson transcript. Reproduction of bansho formation (what/how/when pupils’ utterances were written on the chalkboard) was also a primary source of data. Then, a comparison between pupils’ utterances and bansho content based on a coding scheme was made to understand what was (not) written as bansho by the teacher. From the comparison, three main principles of teacher’s decision-making in bansho process have been identified. As the classroom environment is multifaceted, dealing with complex situations involving pupils’ ideas and inquiries is a dominant element in a teacher’s life. Through an examination of teacher decision-making in bansho process in a lesson, the conditions and purposes teachers are trying to address in a classroom can be better understood. This provides a valuable opportunity for teachers to reflect on their practices, either individually or in a school community.

摘要

Bansho（日本板书）正在成为研究人员和教育工作者感兴趣的领域，因为它可以作为对教学进行搜索调查的资产。本研究旨在确定班所过程中教师决策的原则。该研究的数据来自日本一所学校的六年级社会研究课。课程被观察，然后转录成课程成绩单。bansho 形成的再现（什么/如何/何时将学生的话语写在黑板上）也是数据的主要来源。然后，根据编码方案对学生的话语和班书内容进行比较，以了解老师写的（不是）班书的内容。从比较中，确定了bansho过程中教师决策的三个主要原则。由于课堂环境是多方面的，处理涉及学生想法和探究的复杂情况是教师生活中的主要因素。通过对班所过程中教师决策的检查，可以更好地理解教师在课堂上试图解决的条件和目的。这为教师提供了一个宝贵的机会来反思他们的做法，无论是个人还是在学校社区。