Theories of Cognitive Construction for Classroom-Learning Tasks and Practicing Their Methods Based on Normative Procedure of Classroom Teaching.

基于课堂教学规范程序的课堂学习任务认知建构理论及其实践方法。

• 批准号: 02451097
• 负责人: BABA Michio
• 金额: $ 0.64万
• 依托单位: Ibaraki University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (B)
• 财政年份: 1990
• 资助国家: 日本
• 起止时间: 1990 至 1991
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-02451097/
• 关键词: Learning Task; Analysis of Clasroom Teaching; Motivation to Learn; Cognitive Structure; Teaching Materials; Primary School; Junior High Schhol; 認知; 動機

During 1991 we videotaped 23 classroom lessons and conducted 16 experimental teaching at primary schools and junior high schools, including every subject matter except physical education and home management Main findings are as follows.It was confirmed that teachers have a lot of teaching strategies for cognitive construction of learning tasks. They are(1) making subject matters more interesting by associating teaching materials and children's everyday life.(2) making use of actual materials and concrete models.(3) presenting conflict and troublesome situations to children.(4) letting children to express their opinions and/or experiences.(5) planing to make the situation which to induce the cognitive construction of learning tasks.At the attached schools experimental teaching was undertaken on social studies and mathematics giving children pre- and post-tests and a rating scale of teaching.(1) It was found that role-playing of historical persons is effective for cognitive construction.(2) It seemed that TV skits and OHP teaching facilitate to construct some historical situations.(3) There was no significant evidence showing different effects of kinds of materials on learning.(4) Introducing a difficult problem made the lesson easier than introducing a easy problem.Interpretation of experimental results from the attached schools should be careful in respect of the higher level of academic performance and motivation to learn than other public schools.

在1991年期间，我们在小学和初中录制了23节课堂录像，并进行了16次实验教学，包括除体育和家庭管理外的所有科目。它们是：（1）通过将教材与儿童的日常生活联系起来，使课程变得更加有趣。(2)利用实际材料和混凝土模型。(3)给孩子们带来冲突和麻烦。(4)让孩子们表达自己的观点和/或经验。(5)在附属学校进行了社会科学和数学的实验教学，给儿童进行了前、后测试和教学评定量表。(1)研究发现，历史人物的角色扮演对认知建构是有效的。(2)电视短剧和OHP教学似乎有助于构建一些历史情境。(3)不同材料对学习效果的影响不存在显著差异。(4)介绍一个困难的问题比介绍一个简单的问题更容易的教训。解释来自附属学校的实验结果应该小心，因为他们的学习成绩和学习动机比其他公立学校高。