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Theoretical and application research for cultivating and educatin discussion skills and positive attitudes toward discussions

培养和教育讨论技能和积极讨论态度的理论和应用研究

基本信息

批准号：
08301009
负责人：
MARUNO Shunichi
金额：
$ 7.49万
依托单位：
KYUSHU UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (A)
财政年份：
1996
资助国家：
日本
起止时间：
1996 至 1998
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-08301009/
关键词：
MK Discussion Inventory Multi-perspective thinking Phase model of monitoirng Critical & creating thinking Self-reflective thinking Education of interpersonal skills Dialogue-type instruction LTD learning method 意味空間分析ディベート学習モニタリング

项目摘要

Through the 3 year research, we obained the following resutls :1. Development of Maruno-Kato Discussion Inventoy (MKDI) : We developed the MKDI, which consists of three scales, i.e., discussion skills, monitoring, and attitutdes/values toward discussions, since this kind of scales did not exist. This inventory proved to have good psychometric properties, such as criteria-relevant validities and reliabilties.2. Theorizing the process of discussion interactions : In order to obtain better understanding of the unfolding process of discussions, we proposed a 3-phase model of monitoring (i.e., pre-monitoring, in-action monitoring, and post-monitoring) and theorized for each phase of monitoring what kinds and aspects of arguments receive close examinations through discussions and what types of thinking are required.3. Investigating effects of monitoring trainig : Based upon our theoretical premise that abilities of self-reflective thinking and suspecting and evaluating premises and common-se … More nses that underlye arguments constitute an integral part of creative thinking, we have developed a training program for cultivating monitoring skills that promote multi-perspective thinking, and examained the change process of discussion skills and attitudes toward discussions.4. Naive conceptions of discussion activities : We examined college students' and children's naive conceptions and knowledge of discussion activities and significance attached. -Furthermore, we systematically surveyed children's evaluation toward discussions and problems they experience in discussion, and proposed guidlines for developing a program of effective dialogue-type instructions in classroom and for designing an appropriate environment for such class instructions.5. Application of LTD Learning method into practice : We elaborated procedures and scripts for LTD learning method. Through their repeated application into classroom practice, we demonstrated that LTD learning method effectively promotes interpersonal skills, critical/creative thinking, and empathic understanding toward others. Less

通过三年的研究，我们得到了以下结果：1.丸野-加藤讨论问卷(MKDI)的编制：我们编制了MKDI，它由讨论技能、监控和对讨论的态度/价值观三个量表组成，因为这种量表是不存在的。该问卷被证明具有良好的心理测量学特性，如与标准相关的效度和信度。讨论互动过程的理论化：为了更好地理解讨论的展开过程，我们提出了监控的三阶段模型(即事前监控、行动监控和事后监控)，并对监控的每个阶段进行了理论分析，通过讨论对哪些类型和方面的论点进行了仔细的检验，以及需要哪些类型的思维。监控训练效果的考察：以自我反省思维能力、对前提和共性…的怀疑与评价能力为理论前提更多地认识到辩论是创造性思维不可分割的一部分，我们制定了促进多视角思维的监控技能培养培训方案，考察了讨论技能和对讨论的态度的变化过程。讨论活动的幼稚观念：考察了大学生和儿童对讨论活动的幼稚观念和对讨论活动的认识以及所附的意义。-此外，我们还系统地调查了儿童对讨论的评价和他们在讨论中遇到的问题，并提出了在课堂上开发有效的对话式教学方案和设计合适的课堂教学环境的指导方针。LTD学习方法在实践中的应用：阐述了LTD学习方法的步骤和脚本。通过将其反复应用于课堂实践，我们证明了LTD学习方法有效地促进了人际交往技能、批判性/创造性思维和对他人的移情理解。较少