@article{oai:kumadai.repo.nii.ac.jp:00028731,
 author = {Iwashita, Yoshikuni and 河野, 順子 and Kawano, Junko and 岩下, 嘉邦 and 河野, 順子 and Kawano, Junko},
 journal = {熊本大学教育学部紀要},
 month = {Dec},
 note = {application/pdf, 論文(Article), 本稿では，議論の中で，教師や他の学習者とのどのような相互作用のもと，どのように根拠の分析が詳細になると共に，理由付けの質が高まり，自他の考えの統合が導かれていくのかを明らかにすることを目的とし，授業実践の分析を行った．, In Japanese language education, the development of logical communication skills of learners is a current challenge. We focused on the Toulmin Model of Argumentation (S. Toulmin; 1958), which is considered an effective model of routine debate in argument research. According to this model, in order to increase argument qualities of
learners through debating, integration of one's and others' thoughts through refinement of analysis of reasoning, and increasing qualities of rationalizations are necessary. With this in mind, this study analyzed actual practices, and
aimed to clarify what kind of interactions between a teacher and other learners exist, and how an integration of one's and others' thoughts occurs through refinement of analysis of reasoning, and increasing qualities of rationalizations. As a result of the analysis, the importance was shown of an establishment of confrontational interaction between the learners through continuous speeches with individual's opinions, in terms of increasing the argument quality of learners. In addition, learners' arguments transform through constructive interactions that refine and supplement each
other's opinions. Through such a process, the analysis of reasoning will be refined, and qualities of rationalizations will be increased based on experiences, resulting in integration of one's and others' opinions.},
 pages = {9--16},
 title = {論理的なコミュニケーション能力に関する一考察 : アーギュメント理論を手がかりにして},
 volume = {63},
 year = {2014},
 yomi = {カワノ, ジュンコ and カワノ, ジュンコ}
}