教師の想定より深い結論に辿り着いたディスカッション授業の様相とその要因 ― ケースメソッド授業における教師のあり方 ―

Abstract

In this study, the role of the teacher in a case method class was examined by clarifying aspects of the discussion that led to a conclusion beyond the teacher's expectation and by analyzing the factors that led to such a development. In the class, 15 Chinese undergraduate students in Japan read a case material dealing with the problem of roommate B, who never cleaned his room, and had an individual assignment, group discussions, and then a class discussion using a role-play. The class discussion was transcribed verbatim and labeled into topics, sub-topics, and summaries of the learners' utterances, and the parts that led to the unexpected conclusion and its factors were extracted and examined. It was at the summary stage that the unexpected conclusions were reached. In the lesson plan, it was assumed that the conversation would come to a single solution, but in the discussion, all 23 solutions presented became unfeasible. Beyond the educational objective of deepening mutual understanding with B, the discussion went on to the more essential conclusion that there was no need to spend one's time and effort on a person like B who was not worth the effort to change him, and that B needed to meet someone who would change him with love. After analyzing the factors that led to such a conclusion, three points were offered: 1) the teacher's comments that made the students think about feasibility, 2) the teacher's comments that steered the discussion back on course, and 3) the teacher's attitude of not being afraid to be silent. All of these factors were related to the teacher's detailed lesson planning, and concrete data showed that detailed lesson planning deepens discussion.