394 , 2016-03-31 , 東京大学大学院教育学研究科 , The Graduate School of Education, University of Tokyo , 東京大学大学院教育学研究科教職開発コース
The aim of this theoretical study is to examine and clarify the implications of joint attention in class in the context of research on joint attention and that of teaching. “Joint attention” means the connection of visual attention of some individuals; in this study, this term is defined as the phenomenon in which two individuals gaze at the same object connectively. Although joint attention occurs ordinarily, traditional empirical research regards it as the foundation of language development in infants, considering it to be based mainly on the developmental psychology. After critically reviewing the related traditional research, we have considered the cases of classrooms in our study. The consideration of joint attention in class enables us to design a space theory to relativize the culture of social relationship and that of representation. Moreover, joint attention is also significant in the context of research on teaching. The focus on joint attention in class can contribute to analyzing joint actions in class microscopically and constructing the viewpoint for the analysis of the genesis of language and language use integrally. In other words, we can add it to research on teaching as a supplement for spatial analysis and develop a new method.