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A STUDY OF THE EFFECTS OF LEARNING AND TEACHING STRATEGIES ON THE ACQUISITION OF SPATIAL CONCEPT.

学习和教学策略对空间概念习得影响的研究。

基本信息

批准号：
02305007
负责人：
YUMINO Kenichi
金额：
$ 2.56万
依托单位：
FACULTY OF EDUCATION,SIZUOKA UNIVERSITY (1991-1992)Kyushu University (1990)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Co-operative Research (A)
财政年份：
1990
资助国家：
日本
起止时间：
1990 至 1992
项目状态：
已结题

项目摘要

We have investigated the process of acquiring, teaching and learning effects of the spatial concepts which are considered the important concepts on the mathematics education.First, concerning the developmental investigation, the results showed that it was the most difficult for 3-year-old child to perform the line symmetry figure task to the oblique axis and also develop solid objects. As regards this development, the rapid progress was made by the 4,5-year-old children. It was suggested that the period of 4,5-year-old is the important period to form the basement for the ability of drawing the development figures.And concerning the strategies of learning, it had been hypothesized that the acquisition of the line symmetry concepts was improved as the results of having more chance of watching the line symmetry trough the training of folding "Origami" for one month. Consequently a part of effects was recognized, but, it was not found clearly which aspect was concerned with. As investigati … More on of leaning strategies of developing solid objects, three strategies were attempted.The first one was the strategy using body image in developing solid objects, the second using the imitation of process of developing solid objects by hands, the third learning the principle of developing solid objects by lecture. The results showed that the training of the sensory image was most effective.Furthermore concerning the learning situation, the effect of the interaction between model and learner was investigated on the different types of model using the development solid figures tasks. Consequently the learner's performance level was heightened by the model's demonstration and instruction about strategies. The strategies with verbal explanations about the procedures of constitution was more effective than one without verbal explanation.And also concerning the culture differences between Japan and France, the impression about four different patterns was investigated, and results showed its differences between them. Less

本研究考察了空间概念作为数学教育中的重要概念的习得过程、教学效果和学习效果。首先，在发展调查方面，结果表明，3岁儿童对斜轴的线对称图形任务和实体物体的发展最困难。在这一发展方面，4、5岁的儿童取得了快速进展。在学习策略方面，假设通过1个月的折叠“折纸”训练，可以提高线对称概念的习得，从而获得更多的观看线对称的机会。因此，一部分影响得到了承认，但没有明确地发现与哪一个方面有关。作为调查…在开发固体物体的学习策略方面，尝试了三种策略，一是利用身体意象开发固体物体的学习策略，二是用手模拟开发固体物体的过程的学习策略，三是通过讲授学习开发固体物体的原理。结果表明，感觉表象训练效果最好，并结合学习情境，采用发展立体图形任务，考察了模型与学习者之间的交互作用对不同类型模型的影响。通过该模型的策略示范和指导，提高了学习者的学习成绩水平。有口头解释的宪法程序策略比没有口头解释的策略更有效。另外，关于日本和法国的文化差异，调查了四种不同模式的印象，结果显示了它们之间的差异。较少