A STUDY OF THE DEVELOPMENT OF COGNITIVE STRATEGIES IN SCIENCE AND MATHEMATICS EDUCATION

科学与数学教育中认知策略发展的研究

• 批准号: 05451153
• 负责人: HORI Tetsuo
• 金额: $ 2.94万
• 依托单位: YAMANASHI 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: 1993
• 资助国家: 日本
• 起止时间: 1993 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-05451153/
• 关键词: Cognitive strategies; Scientific concepts; Science education; Mathematics education; 算数教育; 自己評価; メタ認知

In this study, we have developed a method to clarify the reality of the child's cognitive strategies. Concretely, it is the method to become aware of the transformation of each child's thought for himself, comparing the two descriptions before and after the instruction. As a result, we have got the three major findings as follows : Primarily, few of the children are able to use and apply the cognitive stategies fluently. Second, there were lots of the children who didn't understand it what it was heard, even if they compared his own two descriptions before and after the instruction for themselves. Third, the above-stated reality has been derived by the lessons, in which the instruction hardly focuses on the enhancement of the ability to use cognitive strategies. So, we designed and practiced the experimental lessons to nurture childs cognitive strategies. Furthermore, as a result of this lessons, we have got the three major findings as follows : At first, the practical use of the questionnaire, which we developed and formulated to grasp the childs naive concepts and to become aware of the transformation of each child's thought for himself before and after the instruction, was effective to enhance the child's cognitive strategies. Second, there is an apparent correlation between the child's ability to use cognitive strategies and his ability of self-evaluation. We can regard the second finding as natural result, because the aim of the method which we have used in this study is to make the child notice the transformation of each child's thought for himself, comparing the two descriptions before and after the instruction. I gathered up these results and results provided by this as a report book.

在这项研究中，我们开发了一种方法来澄清儿童的认知策略的现实。具体地说，它是一种方法，通过比较教学前后的两种描述，来意识到每个孩子对自己的思想的转变。研究结果表明：1.幼儿在认知策略的使用和运用上存在着一定的局限性;第二，有很多孩子不明白他听到了什么，即使他们比较了他自己的两个描述之前和之后的指示。第三，上述现实是由课堂教学造成的，课堂教学很少关注认知策略使用能力的提高。因此，我们设计并实施了实验课，以培养查尔兹的认知策略。此外，通过这次课程，我们得到了以下三个主要发现：首先，我们开发和制定的问卷的实际使用，可以掌握孩子的天真概念，并意识到每个孩子的转变。指导前后，对提高孩子的认知策略是有效的。查尔兹。第二，儿童使用认知策略的能力与其自我评价能力之间存在明显的相关性。我们可以把第二个发现看作是自然的结果，因为我们在这项研究中使用的方法的目的是让孩子注意到每个孩子自己的思想的转变，比较教学前后的两个描述。我把这些结果和由此提供的结果汇总成一本报告书。

项目成果

堀哲夫・市川英貴: "認知的方略の育成に関する研究" 山梨大学教育学部研究報告. 44. 61-69 (1994)

Tetsuo Hori 和 Hidetaka Ichikawa：《认知策略发展的研究》山梨大学教育学院研究报告 44. 61-69 (1994)。

TETSUO HORI: "The Development and Evaluation of Active Scholastic Competence in Science in the Coming Years." SCIENCE EDUCATION MONTHLY. VOL.43, NO.3. 33-37 (1994)

TETSUO HORI：“未来几年科学领域积极学术能力的发展和评估。”

堀哲夫: "素朴概念の変容と自己評価のかかわりについて" 理科の教育. 45. 48-54 (1995)

堀哲夫：《论幼稚观念的转变与自我评价的关系》《科学教育》45。48-54（1995）。

堀 哲夫: "これからの時代に活きて働く理科の学力の育成と評価" 理科の教育. 43. 33-37 (1994)

堀哲夫：“对未来有用的科学学术能力的发展和评估”科学教育 43. 33-37 (1994)。

堀 哲夫: "自己評価がある新テスト問題づくりのポイント" 楽しい理科授業. 26. 14-15 (1994)

Tetsuo Hori：“通过自我评估创建新测试题的要点”有趣的科学课程 26. 14-15 (1994)。