CHANGE IN RETIO'S CONCEPTS FOR CHILDREN AND INSTRUCTIONAL INTERVENTION

RETIO 儿童观念的变化和教学干预

• 批准号: 09610131
• 负责人: YOSHIDA Hajime
• 金额: $ 1.92万
• 依托单位: MIYAZAKI UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1997
• 资助国家: 日本
• 起止时间: 1997 至 1999
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09610131/
• 关键词: ratio concepts; insorrect strategy; new curriculum; インフォーマルな知識; 方略分析; 方略; 問題解決

The aim of this project was to investigate informal knowledge on ratio which children acquired before learning formally through everyday life and to instruct ratios based on children's informal knowledge. In research on informal knowledge, we found that students acquired very rich informal knowledge on ratio before learning it formally. For example, they understood basic meaning of ratio concepts and aspects of ratio as part-whole relationship. Very surprisingly, they could solve the second usage of ratio even though none of them learned formula to solve ratio problems. One of such problems was "what is 75% of 80 person". In viewpoint of common sense, it would be impossible for students to solve this kind of problems. But forty percentage of ate fin graders who did not know the formula to solve ratio problem could solve the problem. And by learning ratio concepts formally, it was demonstrated that students impressed rich informal knowledge in solving ratio problems.In instructional intervention, we established new curricula on fractions. Such new curricula was taught in one of elementary school. When we compared results obtained in orodinal class after finishing fraction unit, classes based on the new curricula indicated very deep understanding on fraction.

本项目的目的是调查儿童在正式学习之前通过日常生活获得的关于比率的非正式知识，并根据儿童的非正式知识指导比率。在对非正式知识的研究中，我们发现学生在正式学习之前就已经获得了非常丰富的非正式知识。例如，他们理解了比率概念的基本含义以及比率作为部分与整体关系的各个方面。令人惊讶的是，他们都没有学过解决比率问题的公式，却能解决比率的第二种用法。其中一个问题是“80人中的75%是什么”。从常识的观点来看，学生解决这类问题是不可能的。但40%的不知道比率问题求解公式的学生能够解决这一问题。通过对比率概念的形式化学习，证明学生在解决比率问题时，会留下丰富的非正式知识。这样的新课程是在一所小学教授的。在分数单元完成后，我们比较了传统的分数课程的成绩，发现新课程的分数课程对分数的理解是非常深刻的。

项目成果

吉田甫 新町芳伸: "The lntluence of instyuctional lntervention on children's understauding of tractions"Japanese Psychological Research. 41. 218-228 (1999)

Yoshida 和 Yoshinobu Shinmachi：“机构干预对儿童理解牵引的影响”日本心理学研究 41. 218-228 (1999)。

"An utilization of informal knowledge and analyses of strategies in solving ratio problems"Miyazaki University, Research Bulliten. 1. 1-9 (1999)

“非正式知识的利用和解决比率问题的策略分析”宫崎大学，Research Bulliten。

河野康文、吉田甫: "割合を学習する以前の5年生がもつインフォーマルな知識"宮崎大学・教育実践指導センター紀要. 6. 25-38 (1999)

Yasufumi Kono、Hajime Yoshida：“五年级学生学习前所掌握的非正式知识”宫崎大学教育实践指导中心公告 6. 25-38 (1999)。

"Influence of teaching style in writtten composition on motivation and quality of production"Journal of the Center for Educational Research and Practices in Miyazaki University. 7 (With Oosaki). 41-62 (2000)

“写作教学风格对创作动机和质量的影响”宫崎大学教育研究与实践中心期刊。

"The influence of instructional intervention on children' s understanding of fractions"Japanese Psychological Research. 41 (With Shinmachi). 218-228 (1999)

“教学干预对儿童分数理解的影响”日本心理学研究。