A Study of The Remedial Education In The Universities

本研究的目的是厘清学生学习困难的现状，并找出导致这一趋势的潜在因素。研究小组于1994年7月开始工作，分析了从378所大学(534所四年制大学中)收集的“大学目录”和其他与课程改革有关的文件。在文献研究的基础上，选择了20所大学进行访谈和进一步的信息收集。在第二年，即1995年4月至7月，与16所大学的权威机构密切合作，从13600名学生和950名教师中获得了个人数据，并进行了分析。初步结果如下：(1)补习教育在私立大学比在公立大学更早开始。许多大学提供诸如微积分、基础物理和英语等科目的“补习”课程。几所大学发现了NEE…更多关于如何在大学学习的小组辅导，以及在公开演讲和日语报告写作方面的培训，以弥补学生的不足。(2)研究证实了有效的大学学习与高中必修科目基础知识的获得之间存在着密切的联系。然而，学生的困难可以追溯到其他因素，如该课程所处理的主题的水平、教授该科目的方法，以及课程要求结构，该课程要求学生必须选择他们认为没有学习动机的科目。高中学科的互补性学习并不是唯一的补习方法。(3)学生指出的难点课程有统计学、经济学、物理学和数学。这是所有大学以及所有学院和院系的共同之处。这表明，学生在中学阶段没有充分准备好涵盖广泛智力兴趣的能力，理解结构化知识的能力，以及在循序渐进地承受学习困难的学习习惯。较少

The aim of this research is to clarify the current situation of leaning difficulty of students, and identify underlying factors of this trend. The research team started its work in July 1994 by analyzing "University catalogs" and other documents related to curriculum reforms, which were collected from 378 universities (out of 534 four-year universities.) Based on the documentation research, 20 universities were selected and visited for interviews and for further information collection. During the second year from April to July 1995, in close collaboration with the authority of 16 universities, personal data were obtained from 13,600 students and 950 teaching personnel, and analyzed.Some of the preliminary findings are as follows.(1) Remedial education started earlier in the private universities than in the public universities. Many universities provide "remedial" courses on such subjects as differential and integral calculus, basic physics, and English. A few universities found the nee … More ds to start small group guidance on "how to study in the university., "as well as the training in the public presentation and the report writing in Japanese to cover the shortcomings of students.(2) The research confirmed the strong relation between the effective university leaning and the acquisition of basic knowledge in prerequisite subjects in high schools. However, the difficulty of students can be traced to other factors such as the level of subject matter treated in that course, the method of teaching the subject, as well as the course requirement structure which obligates students to take subjects to which they find very little motivation to learn. The complementary learning of high school subjects is not the only "remedial" method.(3) The typical courses which students pointed out as the difficult course are statistics, economics, physics and mathematics. These are common to all universities and across all faculties and departments. This indicates that the students proceed to the university level learning without preparing sufficiently at the secondary level the aptitude to cover a wide range of intellectual interests, the ability to understand the structured knowledge, and the study habit to endure the difficulty in pursuing the study step by step. Less