Title: Žákovská gestika ve vyučování jako proces zviditelňování myšlení
Variant title:
- Pupil gestures in education as a process of making thinking visible
Source document: Studia paedagogica. 2013, vol. 18, iss. 1, pp. [37]-55
Extent
[37]-55
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2013-1-3
Stable URL (handle): https://hdl.handle.net/11222.digilib/127039
Type: Article
Language
License: Not specified license
Rights access
embargoed access
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Předložená empirická studie se zabývá tím, jaké informace jsou z prostředkovávány žákovskou gestikou a jakým z působem gestika zviditelňuje proces myšlení žáků. Vychází přitom z pojetí gestiky jakožto procesu z pracování informací ve vizuální podobě, jakožto zviditelněného myšlení. Na základě analýzy žákovských gest v rámci šestnácti vyučovacích hodin českého jazyka a literatury na druhém stupni základní školy je ve studii poukazováno na to, že žákovská gestika se ve výuce objevuje primárně ve specifickém kontextu tzv. explanačních promluv, promluv charakteristických tím, že žákům umožňují (re)konstruovat jejich myšlenková schémata. Právě gestika má přitom schopnost poukázat nejen na probíhající kognitivní proces, ale zobrazit také, z jakých kroků se žákovské myšlenkové operace skládají. Žákovská gestika je tedy představována jako nástroj zviditelňování žákovských kognitivních procesů, jejich přítomnosti, obsahu i struktury.
This empirical study examines the capacity of pupils' gestures to mediate information and make processes of pupils' thinking visible. The study understands pupils' gestures as the visual processing of information or as thinking made visible. Based on an analysis of pupils' gestures recorded during sixteen lessons of Czech language and literature at lower secondary schools, the study shows that pupils' gestures appear in classes in the form of explanatory talks which the pupils use to (re)construct the patterns of their thinking. However, pupils' gestures can not only highlight ongoing cognitive processes, but they also reveal the individual steps that comprise pupils' cognitive operations. The study therefore introduces pupils' gestures as a tool for making cognitive processes – their presence, content and structure – visible.
Note
Tento článek vznikl v rámci projektu GA13-23578S Učitel a žáci v dialogickém vyučování fi nancovaného Grantovou agenturou České republiky.
References
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[19] REINHARD, M.-A., & SPORER, S. L. (2008). Verbal and nonverbal behaviour as a basis for credibility attribution: The impact of task involvement and cognitive capacity. Journal of Experimental Social Psychology, 44(3), 477–488. | DOI 10.1016/j.jesp.2007.07.012
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[25] SLAMA-CAZACU, T. (1976). Nonverbal components in message sequence: 'Mixed syntax'. In W. C. McCormack & S. A. Wurm (Eds.), Language and Man: Anthropological Issues (s. 217–222). The Hague: Mouton.
[26] ŠVAŘÍČEK, R., & ŠALAMOUNOVÁ, Z. (2013). Vizuální akty ve výukové komunikaci. Pedagogická orientace, 23(1), 48–71. | DOI 10.5817/PedOr2013-1-48
[27] ŠEĎOVÁ, K., ŠVAŘÍČEK, R., & ŠALAMOUNOVÁ, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
[28] VYGOTSKIJ, L. S. (1976). Myšlení a řeč. Praha: Státní pedagogické nakladatelství.
[29] WAGNER COOK, S. M., & GOLDIN-MEADOW, S. (2006). The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development, 7(2), 211–232. | DOI 10.1207/s15327647jcd0702_4
[2] BARNES, D. (2008). Exploratory Talk for Learning. In N. Mercer (Ed.), Exploring talk in schools: inspired by the work of Douglas Barnes (s. 1–16). London, SAGE.
[3] BAVELAS, J. B. (1994). Gestures as Part of Speech: Methodological Implications. Research on Language and Social Interaction, 27(3), 201–221. | DOI 10.1207/s15327973rlsi2703_3
[4] BAVELAS, J. B., GERWING, G., ALLISON, M., & SUTTON, C. (2011). Dyadic Evidence for Grounding with Abstract Deictic Gestures. In G. Stam & M. Ishino (Eds.), Integrating Gestures: The Interdisciplinary Nature of Gesture (s. 49–60). Amsterdam: Benjamins.
[5] BAVELAS, J. B., & CHOVIL, N. (2000). Visible acts of meaning. An integrated message model of language use in face-to-face dialogue. Journal of Language and Social Psychology, 19(2), 163–194. | DOI 10.1177/0261927X00019002001
[6] BAVELAS, J. B., CHOVIL, N., COATES, L., & ROE, L. (1995). Gestures specialized for dialogue. Personality and Social Psychology Bulletin, 21, 394–405. | DOI 10.1177/0146167295214010
[7] BRADOVÁ, J. (2012). Keď zasadací poriadok funguje alebo učiteľsko-žiacke preferencie pri obsadzovaní priestoru školskej triedy. Studia paedagogica, 17(2), 71–92. | DOI 10.5817/SP2012-2-5
[8] CAZDEN, C. B. (1988). Classroom Discourse. The Language of Teaching and Learning. Portsmouth: Heineman.
[9] GAVORA, P. (1992). Žiak a text. Bratislava: Slovenské pedagogické nakladateľstvo.
[10] HAUSENBLAS, O. (1997). Vrátíme smysl hodinám češtiny? Úvaha a praktický návrh, jak učinit náš vyučovací předmět hodným žákova zájmu. Praha: Pedagogická fakulta Univerzity Karlovy v Praze.
[11] CHESEBRO, J. L., & MCCROSKEY, J. C. (1998). The Development of the Teacher Clarity Short Inventory to Measure Clear Teaching in the Classroom. Communication Research Reports, 15(3), 262–266. | DOI 10.1080/08824099809362122
[12] KOHONEN, V. (2000). Student reflection in portfolio assessment: making language learning more visible. Babilonia, 1–6. Dostupné z http://193.52.249.112/crdp/IMG/pdf/3-_Portfolio_Assessment_V_Kohonen.pdf
[13] KOSTEČKA, J. (1993). Do světa češtiny jinak: didaktika českého jazyka a slohu pro vyučovací praxi. Jinočany: H & H.
[14] MERCER, N., & DAWES, L. (2008). The value of exploratory talk. In N. Mercer (Ed.), Exploring talk in schools: inspired by the work of Douglas Barnes (s. 55–72). London, SAGE.
[15] MYHILL, D., JONES, S., & HOPPER, R. (2007). Talking, Listening, Learning. London: Open University Press.
[16] NEILL, S. (1991). Classroom Nonverbal Communication. London: Routledge.
[17] PIERCE, K. M., & GILLES, C. (2008). From exploratory talk to critical conversation. In N. Mercer (Ed.), Exploring talk in schools: inspired by the work of Douglas Barnes (s. 37–54). London: SAGE
[18] PINE, K. J., LUFKIN, N., & MESSER, D. J. (2004). More gestures than answers: Children learning about balance. Developmental Psychology, 40(6), 1059–1067. | DOI 10.1037/0012-1649.40.6.1059
[19] REINHARD, M.-A., & SPORER, S. L. (2008). Verbal and nonverbal behaviour as a basis for credibility attribution: The impact of task involvement and cognitive capacity. Journal of Experimental Social Psychology, 44(3), 477–488. | DOI 10.1016/j.jesp.2007.07.012
[20] REJZEK, J. (2001). Český etymologický slovník. Praha: Leda.
[21] ROTH, W.-M. (2001). Gestures: Their Role in Teaching and Learning. Review of Educational Research, 71(3), 365–392. | DOI 10.3102/00346543071003365
[22] ROTH, W.-M. (2000). From gesture to scientific language. Journal of Pragmatics, 32(11), 1683–1714. | DOI 10.1016/S0378-2166(99)00115-0
[23] ROTH, W.-M., & WELZEL, M. (2001). From Activity to Gestures and Scientific Language. Journal of Research in Science Teaching, 38(1), 103–136. | DOI 10.1002/1098-2736(200101)38:1<103::AID-TEA6>3.0.CO;2-G
[24] SCHERR, R. (2003). Gestures as evidence of student thinking in physics. Physics Education Research Conference Proceedings, nestr.
[25] SLAMA-CAZACU, T. (1976). Nonverbal components in message sequence: 'Mixed syntax'. In W. C. McCormack & S. A. Wurm (Eds.), Language and Man: Anthropological Issues (s. 217–222). The Hague: Mouton.
[26] ŠVAŘÍČEK, R., & ŠALAMOUNOVÁ, Z. (2013). Vizuální akty ve výukové komunikaci. Pedagogická orientace, 23(1), 48–71. | DOI 10.5817/PedOr2013-1-48
[27] ŠEĎOVÁ, K., ŠVAŘÍČEK, R., & ŠALAMOUNOVÁ, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
[28] VYGOTSKIJ, L. S. (1976). Myšlení a řeč. Praha: Státní pedagogické nakladatelství.
[29] WAGNER COOK, S. M., & GOLDIN-MEADOW, S. (2006). The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development, 7(2), 211–232. | DOI 10.1207/s15327647jcd0702_4