An Experimental Study of the Significance of Children's Compositional Activities using Natural Materials for their Development

儿童利用天然材料进行作文活动对其发展意义的实验研究

• 批准号: 03451044
• 负责人: HIBI Yutaka
• 金额: $ 2.75万
• 依托单位: School of Education, Nagoya 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: 1991
• 资助国家: 日本
• 起止时间: 1991 至 1992
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-03451044/
• 关键词: classroom work analysis; pedagogical factors; compositional activities; intermediate terms; natural materials; 人間形成; 授業分析; 授業モデル; 授業の構造

The aim of this study is to find the siginificance of the compositional activities of children for their intellectual and emotional development. We make the relationship clear among several pedagogical factors in the individual compositional activities of children, relate them one other in reference on the relationship of concepts of teaching theories, and finally identify the significance of the activities for their development form the perspective of pedagogical factors.We get following results in this study:1.It is difficult for us to identify pedagogical factors through direct analysis of recods of teaching-learning process. We find that pedagogical factors can be properly identified through translating the verval and visual recors to intermediate term. We have developed 43 signs for the translation.2. In each case a factor of foresee, That is sene of being able to do, plays an important role in compositional activities of children, and a factor of image, technical skill related to the factor of foresee,play important roles, too.3.We select several scenes in which pedagogical factors closely connect one other. We find some differences of functions of senes among kinds of factors in the compositional activities.

本研究旨在探讨儿童的作文活动对儿童智力和情感发展的意义。本研究从教学因素的角度，理清儿童个体作文活动中的几种教学因素之间的关系，并将它们联系起来，最终确定儿童个体作文活动对儿童个体作文活动发展的意义，得出以下结论：1.通过对教学过程记录的直接分析，很难确定教学因素。我们发现，教学因素可以适当地识别，通过翻译的verval和视觉recors的中间术语。我们已经制定了43个标志的预防。2.在每一种情况下，一个预见因素，即能做的能力，在儿童的作文活动中起着重要的作用，一个形象因素，与预见因素相关的技术技能，也起着重要的作用。我们发现，在构成活动中，各种因素的感觉功能存在着一定的差异。

项目成果

Yutaka HIBI,et.: "A Study of Children's Thinking Process from Perspective of Intermediatge Factors -Materials :records of the unit entitled watashitachi no kurashi to michi (Our life and street) in fourth grade-" Bulletin of the School of Education The de

Yutaka HIBI 等：“从中间因素的角度研究儿童的思维过程 - 材料：四年级题为“watashitachi no kurashi to michi”（我们的生活和街道）的单元的记录 - ” 教育学院通报

日比 裕,他: "中間項の設定による授業諸要因の顕在化と関連構造の抽出" 名古屋大学教育学部紀要ー教育学科ー. 38. 325-364 (1992)

Hibi, Yutaka 等人：“通过设置中间项来揭示教学因素并提取相关结构”名古屋大学教育学院公告 - 教育系 38. 325-364 (1992)。

Yutaka HIBI,et.: "A Study of Children's Thinking Process from Perspective of Intermdiatge Factors" Bulletin of the School of Education The Department of Education Nagoya University. Vol.39 No.2. (1993)

HIBI Yutaka 等：“从中间因素的角度研究儿童的思维过程”名古屋大学教育学部教育学部通报。

日比 裕、他: "中間項の設定による授業諸要因の顕在化と関連構造の抽出" 名古屋大学教育学部紀要ー教育学科ー. 38巻. 325-364 (1992)

Yutaka Hibi 等人：“通过设置中间项来揭示教学因素并提取相关结构”名古屋大学教育学部通报 - 教育系第 38 卷（1992 年）。

日比 裕、他: "児童発言の中間項への転換(発言の再構成)にもとづく子どもの思考過程の相互関連の顕在化ー【資料】小5「私たちのくらしと道」ー" 名古屋大学教育学部紀要ー教育学科ー. 39巻1号. 165-207 (1992)

Yutaka Hibi等：“基于将儿童陈述转换为中间术语（陈述的重组）来揭示儿童思维过程的相互关联性 - [参考]五年级“我们的生活和道路” - 名古屋大学学部公告教育部 - 教育部。第 39 卷，第 1 期。165-207 (1992)