权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

The Developmental Study on Teaching and Constitution of Study Classes to Facilitate Mathematics Learning

促进数学学习的教学与学习班建设的发展研究

基本信息

批准号：
15530588
负责人：
SAKITANI Shinya
金额：
$ 1.54万
依托单位：
Hyogo University of Teacher Education
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

项目摘要

1.Theoretical Investigation of Study ClassesWe investigated three kinds of study classes, that is, small size classes, team teaching classes, and ability grouping classes and considered their features and their achievement effects. As the result, it came out that it was not easy to put their features into their achievement effects. Trough this consideration, we got the suggestion that it is necessary to develop the teaching methods for dealing with each study class flexibly, and developed the following Team Lesson and Searching for Similarity Lesson.2.Team Lesson and Study ClassesIn Team Lesson, four or five students organize a team and they encourage one another to learn. This lesson is one kind of small size lesson and becomes ability grouping lesson if teams are organized with students who are similar rank of achievement3.Searching for Similarity Lesson and Study ClassesIn Searching for Similarity Lesson, the teacher presents a mathematical entity (number, figure, mathematical relation, etc.) in the first, then he/she presents two entities similar and non-similar to it. At this stage, the teacher makes students concentrate upon similarity between the mathematical entity presented in the first and the entity presented as similar to it. After then, the teacher presents some entities and makes students judge them to be similar or non-similar to the entity presented in the first. Through these processes, the teacher make students search for similarity among the entities presented as similar. In this lesson, the difficulty in recognizing similarity depends on the style of mathematical entity presented in the first and the order of entities presented as similar or non-similar. So, it is possible to deal with this lesson flexibly according to the ability of students.

1.学习班的理论研究我们调查了三种学习班，即小班、小组教学班和能力分组班，并考察了它们的特点和成就效应。结果表明，要把他们的特点融入到他们的成就效果中是不容易的。通过这种考虑，我们得到了有必要制定灵活应对每个学习班的教学方法的建议，并开发了以下小组课和寻找相似之处的课。2.小组课和研究班在小组课中，四到五个学生组成一个小组，他们相互鼓励学习。本课程是一种小规模的课程，如果把成绩等级相近的学生组织起来，就成了能力分组课程。3.寻找相似的课程和学习的课程在寻找相似的课程时，教师呈现一个数学实体(数字、图形、数学关系等)。在第一个阶段，他/她呈现了两个与之相似和不相似的实体。在这一阶段，老师让学生专注于第一个数学实体和与之相似的实体之间的相似性。然后，教师呈现一些实体，并让学生判断它们与第一个呈现的实体相似或不相似。通过这些过程，教师让学生在呈现为相似的实体之间寻找相似之处。在这一课中，识别相似性的难度取决于第一课中呈现的数学实体的样式以及呈现为相似或不相似的实体的顺序。因此，可以根据学生的能力灵活地处理这一课。