This article aims to illuminate forms of transformative instructional practices that encourage a sense of agency, responsibility, and motivation in student learning by intervening in their self-affirmation. Self-affirmation is subjective work done to create and construct new meaning while preserving a sense of personal integrity, competence, social belonging, and purpose in coping with threatening events in educational settings. In this article, transformative instructional practices, such as enhancing children’s self-affirmation, which are embodied in collaborative and purposeful activities at school, are conceptualized through the framework of cultural–historical activity theory. The data used in this article were obtained from ethnographic research on pedagogical practices in a municipal elementary school in Gifu City, Japan. Based on an analysis of some typical examples from the collected data, it was concluded that the transformative instructional practice in schools that necessarily accompanies the intervention in self-affirmation is realized through expansive learning by children. This expansive learning is learning in which children themselves independently collaborate and create a society-oriented system of learning activity that can promote and support the affirmation of a self-oriented system.

本文的目的是，它通过在其插入的鼓励的代理，负责在学生学习的意识，积极性变革教学实践照射形式的自我-肯定。自我肯定是在创造和建构新含义的同时完成的主观工作，同时保留了个人正直，能力，社会归属感和目的，以应对教育环境中的威胁性事件。在本文中，通过文化-历史活动理论的框架来概念化变革性的教学实践，例如在学校的协作性和有目的性的活动中体现的增强儿童的自我肯定性。本文中使用的数据来自于日本岐阜市市立小学的人种学研究方法。根据对收集到的数据中一些典型示例的分析，结论是，通过儿童的广泛学习，实现了肯定性干预中必不可少的学校变革性教学实践。这种广泛的学习是儿童自己独立协作并创造出一种学习的学习方式。社会-面向学习活动，可以促进和支持的肯定的系统自我-面向系统。