Instructional intervention for ratio concepts based on "logic of children"

基于“儿童逻辑”的比率概念教学干预

• 批准号: 15530439
• 负责人: YOSHIDA Hajime
• 金额: $ 2.37万
• 依托单位: Ritsumeikan University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2005
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530439/
• 关键词: ratio concepts; informal knowledge; curriculum; logic of children; カリキュラム; 概算方略; 新しいカリキュラム; 学力低下; 割合; 既有知識; 子どもの発達

The present study investigated effect of new curriculum on ratio concepts. The curriculum was composed of two aspects : the one was to introduce "logic of children" on the concepts. The other was to make clear concrete cognitive barrier from preventing understanding of children. The target children was fifth graders in a public elementary school. They were compared with pupils who were taught the concepts according to typical textbook on math. Intervention lasted about three weeks. As results, pupils in the experimental condition indicated better understanding in problem solving on ratio concepts, in judgment on magnitude or meaning of ratio concepts than control children. Thus, this study demonstrated that new approach based on the "logic of children" promoted understanding very hard concepts to learn.

本研究旨在探讨新课程对比率观念的影响。该课程由两个方面组成：一是在概念上引入“儿童逻辑”;二是明确阻碍儿童理解的具体认知障碍。目标儿童是一所公立小学的五年级学生。研究人员将他们与按照典型的数学教科书教授概念的学生进行了比较，干预持续了大约三周。结果表明，实验组小学生对比率概念的解题理解、对比率概念的大小和意义的判断能力均优于对照组。因此，这项研究表明，新的方法的基础上“儿童的逻辑”促进理解非常困难的概念学习。

项目成果

批判的思想を基にした社会的相互作用の導入と子どもの理解の深化

引入基于批判性思维的社交互动并加深儿童的理解

• 期刊: 立命館人間科学研究 No.10(印刷中)
• 作者: 吉田甫;平山十四朗
• 通讯作者: 平山十四朗

社会的相互作用の導入と比例概念に対する子どもの理解の深化

引入社交互动并加深孩子对比例概念的理解

• 发表时间: 2005
• 期刊: 立命館人間科学研究 No.10
• 作者: 吉田甫;平山十四朗
• 通讯作者: 平山十四朗

Introduction of social interaction based on critical thinking and improvement of understanding

引入基于批判性思维和提高理解的社交互动

• 期刊: Ritsumeikan Journal of human science No.10(in press)
• 作者: Yoshida H.;Hirayama;T.
• 通讯作者: T.