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

Pupils' cognitive processes and teachers' decision making during science and mathematics instruction

科学和数学教学中学生的认知过程和教师的决策

基本信息

批准号：
02680239
负责人：
YOSHIZAKI Shizuo
金额：
$ 1.47万
依托单位：
Naruto University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1990
资助国家：
日本
起止时间：
1990 至 1991
项目状态：
已结题

项目摘要

This study was designed to capture the cognitive and affective processes of fifth- or sixth-grade students during science or mathematics instruction, and investigate teachers' decision making relative to students' cognitive and affective processes.The main results included :1. Several stimulated-recall techniques for capturing students' cognitive and affective processes during classroom instruction were developed, and the best techniques as far as economy of time was concerned was identified as follows : It was for the teacher to decide what lesson segments should involve stimulated-recall combined with questionnaires to prompt students' reports.2. Some characteristic lesson segments were extracted as follows : one was that most students could understand more as the lesson proceeded, and another was that many students could not understand suddenly. Students who were high achievers tended to use their own advance knowledge or experience for learning from teaching more frequently.3. Students who were high achievers showed individually different levels of motivation. For example, when they could understand the contents of the lesson, some students became more motivated because of the understanding, but other students became less motivated because of it. The understanding had complicated relationships with the motivation in this type of students.4. Capturing students' cognitive and affective proceeses by the stimulated-recall procedure, teachers could make decisions in planning lessons confidently.

本研究旨在捕捉五、六年级学生在科学或数学教学过程中的认知和情感过程，并考察教师对学生认知和情感过程的决策。主要研究结果包括：1.发展了几种课堂教学中捕捉学生认知和情感过程的刺激回忆技术，并从节约时间的角度确定了最佳方法：由教师决定哪些课段应该包括刺激回忆，并结合问卷来提示学生的报告。一些有特色的课程片段被提炼如下：一是大多数学生随着课程的进行可以理解得更多，另一种是许多学生突然不能理解。学习成绩高的学生倾向于更频繁地利用自己的先进性知识或经验进行教学学习。成绩优异的学生表现出不同程度的动机。例如，当他们能够理解课程内容时，一些学生因为理解而变得更有动力，而另一些学生则因为理解而变得不那么积极。这类学生的理解与动机之间存在着复杂的关系。通过刺激回忆程序捕捉学生的认知和情感过程，教师可以自信地做出备课决策。