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Research on the Continuity of Constructional Activities and Experience in School from the Perspective of Several Pedagogical Factors

多种教育因素视角下学校建设活动与经验的连续性研究

基本信息

批准号：
08451063
负责人：
HIBI Yutaka
金额：
$ 3.65万
依托单位：
School of Education, NAGOYA University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
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

项目摘要

We can perceive the cognitive activities of children as intuition, image, discovery, etc. in speaking, writing and presentation. We would like to call those elements pedagogical factors. The aim of this study is analyze the continuity and development of experiences and constructional activities of children using water, sand, grass, electricity or sugar that they can touch easily, from the perspective of pedagogical factors. We analyze the those activities of children based on verbal and visual records of the classroom lesson in several grads in elementary schools.We get following results in this study :1 .Steps of our approach is 1) selection of several scenes of classroom activities in which children work intuitively to discover the solution to a problem, 2) analyzing of these documents resulting from these activities to clarify how pedagogical factors have a strong relationship to each other and 3) interpretation of this meaning. We analyzed the relationship of the factors using two approach for some scenes. By comparing the two approach, There are some differences in the clarified characteristics of child! idea and each approach has its own role.2. We divide the process of classroom activities into its constituents parts for analyzing. It is more useful to make constituents parts in attention on the quality changing of children's thinking.3. There are some levels among pedagogical factors such as 1) concrete level for example "apple""at" etc. and 2) mental or cognitive level. We discover speaking form to move from concrete level to mental level.

我们可以将儿童在说话、写作和呈现方面的认知活动理解为直觉、想象、发现等。我们想把这些因素称为教学因素。本研究的目的是从教育因素的角度，分析儿童使用水、沙、草、电、糖等易触碰物品的经验和建构活动的连续性和发展性。在本研究中，我们的研究结果如下：1.我们的研究步骤是：1)选择几个儿童直观地寻找问题解决方案的课堂活动场景；2)分析这些活动产生的文件，以阐明教学因素是如何相互影响的；3)解释这一含义。对于一些场景，我们用两种方法分析了这些因素之间的关系。通过对这两种方法的比较，可以看出两种方法在明确儿童特征方面存在一些差异！想法，每种方法都有自己的作用。我们将课堂活动的过程分解为其构成部分进行分析。让成分关注儿童思维质量的变化更有意义。教学因素有一定的层次，如1)具体层次，如“苹果”、“at”等；2)心理或认知层次。我们发现说话形式从具体层面上升到精神层面。