論文作成支援システムを用いた知識構築過程の研究

基于论文写作支持系统的知识构建过程研究

• 批准号: 09710083
• 负责人: 大島 純
• 金额: $ 1.34万
• 依托单位: Shizuoka University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Encouragement of Young Scientists (A)
• 财政年份: 1997
• 资助国家: 日本
• 起止时间: 1997 至 1998
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-09710083/
• 关键词: 自己説明活動; 認知的支援; 概念的理解; 認知科学; 知識構築; 自己説明; ダイアグラム機能; 学習

本研究の目的は,自己説明活動中の記憶補助,認知的支援として,電子化されたダイアグラム機能がどのような効果を持っているのかを検討することであった.自己説明活動は,学習者自身が能動的に自らの知識を反省し,学習を展開する活動を支援する新たな教授的介入であり,これまでその効果が検証されていた.本研究は,さらにそうした教授的介入をさらに促進するための新たなメディアとしてダイアダラム機能を付加して,学習者の概念的理解がより促進されるか,2つの実験をとおして検討した.まず第一実験では,新たに付加するダイアグラム機能の学習効果を検討するために,2つの実験条件(通常の自己説明群,およびダイアダラムを用いた群)の下で,学部生8名を対象に「記憶のメカニズム」についての学習を展開してもらった.事後テストの評価の結果,ダイアグラムを用いた学習者の方がより高次な概念的理解に到達しており,自己説明活動中にも知識を再構築する活動により頻繁に従事していたことがわかった.さらに第二実験では,同じ教材を繰り返し学習させることで記憶の負担を軽減させたとき,さらにダイアグラムを用いることに学習効果が見られるかどうかを検討した.16名の学部生が第一実験と同じ手続きで「記憶のメカニズム」を2日間にわたって繰り返し学習した.その結果,概念的理解を測定する事後テストの得点では群間に差が見られなかったが,学習活動においては,第一実験と同じようにダイアグラムを用いた学習者はより有効な知識構築活動に従事していたことがわかった.これらの結果から,ダイアグラム機能は自己説明活動の質を変化させる効果を持ちあわせているが,それ自身が概念的理解を必ず促進するわけではないことがわかった.今後,さらに概念的理解を常に促進できるよう,教授的介入のあり方を検討する必要がある.

The purpose of this study is to explain the memory supplement, cognitive support and electronic function in the activity. Self-explanation activities are self-reflection, learning development activities are supported by new professor intervention, and results are verified. This study aims to enhance the function of learning by the intervention of professors, and to promote the understanding of learners 'concepts. In the first instance, the new system adds the learning effect of the function of "missing class" to the discussion, and in the second instance, the implementation conditions (usually self-explanatory group,"missing class" to the use of the group) are discussed, and the learning effect of the function of "memory class" is expanded under the eight objects of the student. After the event, the results of the evaluation of the event, the use of the event, the learner's approach, the understanding of high-level concepts, the arrival of the event, the re-construction of knowledge in the event, the frequent occurrence of the event. In the second half of the year, the same group of teaching materials were returned to learning, and the burden of memory was reduced. In the second half of the year, the same group of teaching materials were returned to learning. In the second half of the year, the same group of teaching materials were returned to learning. In the second half of the day, the same group of teaching materials were returned to learning. In the second half of the year, the same group of teaching materials were returned to learning. In the second half of the day, the burden of memory was reduced. In the third half of the year, the burden of learning was reduced. In the second half of the year, the burden of learning was reduced. In the third half of the year, the burden of learning was reduced. In the second half of the year, the burden of learning was reduced. In the third half of the year, the burden of learning was reduced. In the second half of the day, the burden of learning was reduced. In the second half of the day, the burden of learning was returned to learning. In the second half of the day, the burden of learning was reduced. The concept of understanding is determined by the difference between the two groups, and the learning activity is determined by the first group. The result of this study is that the function of the study is to explain the quality of the activity, to change the effect, to maintain the understanding of the concept, to promote the understanding of the concept. In the future, the understanding of the concept will often be promoted, and the intervention of professors will be necessary for discussion.

项目成果

大島純, 湯浅且敏, 大島律子: "ダイアグラム機能を用いた自己説明活動の促進" 平成10年度静岡大学教育学部紀要(人文・社会科学編). (印刷中).

Jun Oshima、Katsutoshi Yuasa、Ritsuko Oshima：“利用图表函数促进自我解释活动”1998 年静冈大学教育学院通报（人文社会科学版）（出版中）。

大島純, 湯浅且敏, 大島律子: "ダイアグラム機能を用いた自己説明活動の促進" 日本認知科学会第15回大会発表論文集. 224-225 (1998)

Jun Oshima、Katsutoshi Yuasa、Ritsuko Oshima：“利用图函数促进自我解释活动”日本认知科学学会第 15 届年会论文集 224-225（1998 年）。

Oshima,J., Yuasa,K.,& Oshima.R.: "Facilitation of Conceptual Understanding Through Self-Explaining Activities Supported by a Knowledge Medium" Proceedings of ICLS'98. 222-229 (1998)

大岛，J.，汤浅，K.，