DEVELOPMENT OF THE ORGANAIZATION OF TEACHING CONTENTS FOR TRAINING STUDENTS' ABILITOES IN PROBLEM SOLVING AND ASSESSMENT APPROACHES FOR TRAINING STUDENTS' ABILITIESIN PROBLEM SOLVING

学生解决问题能力培养教学内容的组织及学生解决问题能力培养评价方法的开发

• 批准号: 12480033
• 负责人: HORI Tetsuo
• 金额: $ 3.52万
• 依托单位: University of Yamanashi
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2003
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-12480033/
• 关键词: problem solving; organization of teaching contents; assessment approaches; self-evaluation; 問題解決能力; ポートフォリオ評価; 学習感想; 教育内容; てんびん; 電磁誘導

The purpose of this study is to provide examples of the development of assessment approaches for students' abilities. For the purpose, first we sort out problems of the assessment approaches that previous researches have suggested so far. At the same time, we suggest several viewpoints we should take into consideration to cultivate that kind of their abilities. After that, we give concrete examples of the development of education of evaluation methods for that ability. Next, we suggest three types of assessment approaches for the ability of problem solving : the limited type(type A) within the situation in question, the free type(type B) from the situation in question, and the method of having students make a self-valuation, using A or B assessment types(type C). Then we indicate examples in which in fact we adopted these three types to the concrete teaching contents and discuss advantages and disadvantages of each type application.Next purpose of this study is to provide examples of the organization of teaching contents for training students' abilities in problem solving. Fast, we discuss the background reasons for the importance of the ability of problem solving. After that, we give concrete examples of the organization of teaching contents for that ability.We concluded by pointing to the following two problems to be solved.First, we need to organize teaching content further and have classes based on the content. Second, we need to cultivate other teaching contents.

本研究的目的是提供学生能力评估方法发展的实例。为此，我们首先对以往研究提出的评估方法存在的问题进行梳理。同时，我们提出了培养这种能力应考虑的几个观点。然后，我们给出了该能力评价方法教育发展的具体实例。接下来，我们提出了三种类型的问题解决能力评估方法：问题情境中的有限型（A型）、问题情境中的自由型（B型）以及让学生使用A或B评估类型进行自我评价的方法（C型）。然后我们举例说明在具体的教学内容中我们实际上采用了这三种类型的例子，并讨论了每种类型应用的优缺点。本研究的下一个目的是为培养学生解决问题的能力提供教学内容组织的范例。很快，我们讨论了解决问题的能力的重要性的背景原因。然后，我们给出了该能力教学内容组织的具体实例。最后，我们指出了以下两个需要解决的问题：第一，我们需要进一步组织教学内容，并根据内容进行授课。其次，要培育其他教学内容。

项目成果

村田美由紀, 堀 哲夫: "認知的方略の評価に関する研究"教育実践学研究. 6. 15-24 (2000)

Miyuki Murata、Tetsuo Hori：“认知策略评估研究”教育实践研究 6. 15-24 (2000)。

堀 哲夫: "学力の何が問題か-科学的概念の形成と理解研究の視点から"教育学研究. 68・1. 68-70 (2001)

堀哲夫：“学术能力的问题是什么？从科学概念形成和理解研究的角度”教育研究68・1（2001）。

中国昭彦, 堀 哲夫: "文章分析法を利用した自己評価に関する研究"教育実践学研究. 7. 1-12 (2001)

中国明彦、堀哲男：《利用文本分析法进行自我评价的研究》《教育实践研究》7. 1-12 (2001)。

Naoya TAGUCHI, Tetsuo HORI: "A Study on the High School Students' Understanding the Concept of "Gene" : Focus on the Concept Formation Change between before and after the Learning"BULLETIN of The Faculty of Education & Human Sciences. Vol.4,No.1. 46-61 (2

田口尚哉、堀哲夫：《高中生对“基因”概念理解的研究：关注学习前后概念形成的变化》教育学部通报

堀 哲夫, 天野広子: "問題解決能力を評価する方法の開発"山梨大学教育人間科学部紀要. 3・1. 80-87 (2001)

Tetsuo Hori、Hiroko Amano：“开发评估问题解决能力的方法”山梨大学教育与人文科学学院公告 3・1（2001）。