Lessons as development of “Questions”
161 , 2017-12-22 , 北海道大学大学院教育学研究院
The purpose of this paper is to examine the“Question theory”by Yukio Tsukamoto, a
Japanese school teacher, and to find its significance. For that reason, this paper analyzes two
lessons and describes the characteristics of the “Question theory”.
In this paper,“Question”is defined as the direction of inquiry into the subject matters that
both the teacher and the learners have. Accordingly, lessons are the processes in which
The characteristics of the“Question theory”are as follows: 1） Teacher’s“questions”and
learners’“questions”are equal in regard to the inquiry into the subject matters. 2） Teacher
finds“unknown questions”from learners’“questions”. “Unknown question”is defined as a
“question”that the teacher could not find before the lesson. 3）“Question theory”is also a
theory of teacher’s learning. Teacher’s study of the subject matters is an act not only done
before the lesson, but also done during the lesson. 4） In the lesson, the teacher and the learners
experience an inquiry into unknown possibilities. 5） In the lesson, the teacher listens not only to
the learners’utterances, but also to the learners’“question”.
In conclusion, the significance of the“Question theory”is to present teachers with a new
philosophies of lessons and learners to guarantee learners’learning. It is essential that both the
teacher and the learners collaboratively inquire into the subject matters.