Development of Teaching Strategy for the Classroom Activity in the Computer-based Environments-focused on the dynamic geometry software-

计算机环境下课堂活动教学策略的制定——以动态几何软件为重点——

• 批准号: 14580189
• 负责人: IIJIMA Yasuyuki
• 金额: $ 1.41万
• 依托单位: Aichi University of Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2002
• 资助国家: 日本
• 起止时间: 2002 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-14580189/
• 关键词: mathematics education; geometry education; technology; dynamic geometry software; teaching strategy; classroom activity; 授業分析

Many mathematics teachers do not have enough teaching strategies for the classroom activity with technology (including dynamic geometry software). We planed to make clear them and make web-resource which is used in pre-service training and in-service training.For this purpose, we made two web resources, one is the corner of characteristic questioning of Geometric Constructor (dynamic geometry software) in the "Forum of Geometric Constructor"(http://www.auemath.aichi-edu.ac.jp/teacher/iijima/gc/w2j/question2.htm). The other is web video library about classroom activity with Geometric Constructor.To make this video library, we developped some software-tools. One of them is J-Editor, by which we can do following ; (1)We can write and check the protocol of the video-tape of classroom activity. (2)We can use it as a viewer of video (mpeg-file) with captions. (3)We can make script files for Windows Media Video to use captions. The other one is Protocol-1,by which we can make a fundamental web resource about the video from the data produced with J-Editor.We used these resources to pre-service training at Aichi University of Education and discussed with many junior high school teachers. From these discussions, we identified the typical teaching styles with dynamic geometry softwares as following ; (1)demonstration, (2)problem posing and discussi on, (3) gruop investigations about sub-problems derived original problem, (4)individual/group investigatoins about own problems, (5)collaborational investigatoin, (6)skill learning, (7)individualized learning. It was revealed that the teaching strategies with these teaching style are different from them with the traditional chalk-and-talk style.

许多数学教师没有足够的教学策略来利用技术（包括动态几何软件）进行课堂活动。我们打算把它们弄清楚，并制作一个网络资源，用于岗前培训和在职培训。为此，我们制作了两个网络资源，一个是“几何论坛”中的Geometric Constructor（动态几何软件）特征提问一角。 构造函数”(http://www.auemath.aichi-edu.ac.jp/teacher/iijima/gc/w2j/question2.htm)。另一个是关于几何构造器课堂活动的网络视频库。为了制作这个视频库，我们开发了一些软件工具。其中之一是 J-Editor，通过它我们可以执行以下操作； (1)可以编写和检查课堂活动录像的协议。 (2)我们可以将其用作带字幕的视频（mpeg 文件）的查看器。 (3)我们可以制作Windows Media Video使用字幕的脚本文件。另一种是Protocol-1，通过它我们可以根据J-Editor生成的数据制作视频的基础网络资源。我们将这些资源用于爱知教育大学的职前培训，并与许多初中老师进行了讨论。从这些讨论中，我们确定了动态几何软件的典型教学风格如下： (1)演示；(2)问题提出与讨论；(3)对原问题衍生的子问题进行小组调查；(4)对自己的问题进行个人/小组调查；(5)协作调查；(6)技能学习；(7)个性化学习。据透露，这些教学方式的教学策略与传统的粉笔讲授方式有所不同。