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Research of the thinking process and lesson improvement by the analysis of the learner's response

通过分析学习者的反应来研究思维过程和课程改进

基本信息

批准号：
16500610
负责人：
TSUKAMOTO Eiichi
金额：
$ 1.66万
依托单位：
Toyo Eiwa University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

The purpose of this research is to clarify the method to improve lessons by analyzing learners' responses to lessons gathered in the forms of written impressions and drawn images. Improving lessons is an important issue in universities.This is especially true for a private university as improving lessons is the very basis of university management. This is because teachers must find ways to trigger interest and sustain motivation in students as well as guarantee a high standard of education at the same time. Additionally, lesson improvement is not only concerned with methodologies but also curriculum construction as well as Faculty Development. In this study, the author gathered learners' impressions (from students of an all female university) of lessons in the forms of written sentences as well as drawn images. These impressions were regarded as learners' responses to lessons and were analyzed as a way to improve the lessons.For this purpose, the author developed a system that would en … More able the collection of learner's responses by Mobile Phone Mail. These collected responses of low students and high students were then compared each other. The findings showed that the low rankings had much Knowledge and the high rankings had much Consideration in a statistically meaningful difference. Therefore, the author was able to show that it was not enough to improve lessons by giving Knowledge. A questionnaire survey of learning awareness was then carried out and a factor analysis was conducted on the data collected. The findings showed that there was a factor of "Interest or Concern", "Motivation or Action", "Knowledge or Understanding", "Consideration or Insight" in the learner's consciousness. Based on this analysis, the four categories that were shown through various ways were extracted as the basic four factors to prescribe a lesson. The author then analyzed learners' responses with these four factors and showed that there was strong correlation between Motivation or Consideration and the results.The author suggested that collaboration and mutual evaluation as a way to improve learners' Motivation and Consideration and applied it in practice. In conclusion, the author was able to show that there was considerable effect of collaboration and mutual evaluation on lesson improvement and tested it at the elementally level too. Finally, the author performed the fundamental examination for automation of the impression sentence analysis. While there was no recognition of any differences in the impression sentences at the morpheme level, the sentences of the high-ranking students showed reconstructed lesson contents. Less

本研究的目的是通过分析学习者对以书面印象和图画形式收集的课程的反应，来阐明改进课程的方法。改进课程是大学的一个重要问题，对于私立大学来说尤其如此，因为改进课程是大学管理的基础。这是因为教师必须找到激发学生兴趣和保持学生积极性的方法，同时保证高标准的教育。此外，课程改进不仅与方法论有关，而且与课程建设和教师发展有关。在这项研究中，作者收集了学习者(来自一所全女性大学的学生)对书面句子和绘画图像形式的课程的印象。这些印象被认为是学习者对课程的反应，并被分析为一种改进课程的方法。为此，作者开发了一个…系统更能通过手机邮件收集学习者的回复。然后将收集到的低年级学生和高年级学生的回答进行比较。研究结果表明，排名靠后的人有更多的知识，而排名靠前的人则更多地考虑了有统计学意义的差异。因此，提交人能够证明，仅靠传授知识来改进课程是不够的。然后进行了学习意识问卷调查，并对收集到的数据进行了因子分析。研究结果表明，在学习者的意识中存在着“兴趣或关注”、“动机或行动”、“知识或理解”、“思考或洞察”等因素。在此分析的基础上，提炼出通过不同方式表现出来的四大类作为一节课的基本四要素。然后，作者用这四个因素对学习者的反应进行了分析，结果表明动机或考虑与结果之间存在很强的相关性。作者提出了合作和相互评价作为提高学习者动机和考虑的一种方式，并将其应用于实践。总之，作者能够证明协作和相互评价对课堂改进有相当大的效果，并在初级水平上进行了检验。最后，作者对印象句分析的自动化进行了基础性的检验。高年级学生在语素水平上没有认识到印象句的任何差异，但高年级学生的印象句呈现出重构的课文内容。较少