DISAPPEARING SCHOLASTIC ACHIEVEMENT D AN EMPIRICAL STUDY ON THE RELATION BETWEEN QUALITY OF LEARNING AND EXTANT ABILITIES

正在消失的学业成绩 D 学习质量与现有能力之间关系的实证研究

• 批准号: 04680301
• 负责人: NISHIBAYASHI Katsuhiko
• 金额: $ 0.26万
• 依托单位: MIYAGI UNIVERSITY OF EDUCATION
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1992
• 资助国家: 日本
• 起止时间: 1992 至 1993
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-04680301/
• 关键词: Knowledge; Understanding; Rote learning; Learning; Instruction; Necessity; Scholastic achievement; State of Knowledge; 知識の残存状態; 附加的知識; 学習・学習指導; 項目間の必然性; 理解の状態; 暗記の状態

(a) This investigation showed intense declines of fundamental scholastic achievement of college students in some areas from freshmen to upperclassmen.(b) Fundamental scholastic achievment of upperclassmen acquired by rote learning during high schools and preparations for entrance examinations had disappeared. But their achievement acquired by understanding had not.(c) Students who had understood materials had additional knowledge to make the relation between items necessary.(d) When students who had learned subjects by rote were given additional knowledge to make the relation between items necessary, they became to be able to handle subjects, and they did well as to delayd tests, too.(e) Theories to describe understanding by the state of knowledge and discriminate understanding from rote learning are suggested.

(a)调查结果表明，大学生从大一到大四在某些方面的基本学业成绩呈明显下降趋势。(b)高年级学生在高中期间通过死记硬背获得的基本学术知识和入学考试准备已经消失。但他们通过理解而获得的成就却没有。(c)理解材料的学生有额外的知识，使项目之间的关系是必要的。(d)当那些死记硬背的学生被给予额外的知识，使项目之间的关系成为必要时，他们就能够处理这些问题，他们也能很好地推迟考试。(e)提出了用知识状态来描述理解的理论，以及区分理解和死记硬背的理论。

项目成果

西林克彦: "まちがいだらけの学習論" 新曜社, 200 (1994)

西林克彦：“充满错误的学习理论” Shinyosha，200（1994）

西林克彦: "知識の存在形態からみた理解" 日本教育心理学会第35回総会発表論文集. 35. 34 (1993)

西林克彦：“从知识的存在形式的角度理解”日本教育心理学会第35届全体会议论文集35. 34（1993）。

NISHIBAYASHI, K.: "LEARNING THEORIES REEXAMINED" SHINYOUSHA, TOKYO.(1994)

NISHIBAYASHI, K.：“重新审视学习理论” Shinyousha，东京（1994 年）

西林克彦: "知識の残存状態からみた学習法の良否" 日本教育心理学会第34回総会発表論文集. 34. 322 (1992)

西林胜彦：《从剩余知识的角度看学习方法的质量》日本教育心理学会第34届全体会议论文集34. 322（1992）。

西林克彦: "“詰め込み教育"の問題点は、“詰め込めない"こと" 宮城教育大学附属小学校紀要『もくせい』. 32. 14-19 (1993)

西林克彦：“填鸭式教育的问题在于它不能填鸭式” 宫城教育大学小学公告“Mokusei”32. 14-19 (1993)。