Learning effects and Change of Academic Ability Brought by Individual Learning Course in Which Children Continue to Make Active Selections of Learning Strategy

儿童持续主动选择学习策略的个体学习课程带来的学习效果和学业能力变化

• 批准号: 08610163
• 负责人: FUJITANI Tomoko
• 金额: $ 0.7万
• 依托单位: Mukogawa Women's University, Junior College Division
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1996
• 资助国家: 日本
• 起止时间: 1996 至 1997
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-08610163/
• 关键词: learning strategy; metacognition; Aptitude-Treatment Interaction; learning course; educational environment; 教授心理学

Three educational experiments in two years examined the effects of the educational environment in which children were allowed to select the learning strategy successively. Subjects were 46 fifth grade children in initial period. They were divided into two experimental groups, namely, the group making individual learning course and the group of textbook referencing. It is intended that making individual learning course will foster the learning strategy including metacognitive learning strategy. Because one of two learning strategies were constructed by metacognitive strategy as learning strategy, not only selecting the metacognitive strategy, but also learning in the educational environment is considered as effective for the children.Multiple regression analysis has revealed the following. The main effect of the pre-achievement test score was obtained in almost all the fundamental achievement tasks. Although the negative main effect of educational treatment was obtained in the early period of experiments, it has disappeared later. Decreasing the cognitive load was considered as its cause. And some Aptitude-Treatment Interactions (ATI) have found. The Interactions were obtained when using the pre-achievement test score and the learning style as aptitude.It has become obvious that the treatment of making the individual learning course capitalized the aptitude in comparison with the usual learning depended the textbook, and that reflective children have benefited from the usual learning.Children made choice of the learning strategy not from their metacognition, but from their interest or easiness for them to solve tasks. Even if they selected the metacognitive learning, they returned to the learning that they could feel like arithmetic without motivational support. It is necessary to train children the metacognitive learning strategy to select their adaptive learning and their own learning course in order to acquire the real academic abilities.

在两年的三个教育实验中，研究了在允许儿童连续选择学习策略的教育环境中的效果。研究对象为46名小学五年级儿童。被试被分为两个实验组，分别是制作个别学习课程组和参考教材组。目的是通过个性化的学习课程来培养包括元认知学习策略在内的学习策略。由于两种学习策略中的一种是由元认知策略构建的，因此，不仅选择元认知策略，而且在教育环境中学习对儿童来说也是有效的。成就前测验成绩的主效应在几乎所有的基本成就任务中都得到了体现。虽然在实验的早期获得了教育治疗的负主效应，但在实验后期，教育治疗的负主效应已经消失。降低认知负荷被认为是其原因。在以成就前测验成绩和学习风格作为能力倾向时，发现了一些能力倾向-处理交互作用（ATI）。很明显，使个人学习课程与通常学习相比利用能力倾向的处理依赖于教科书，反思型儿童从平时的学习中获益，儿童选择学习策略的依据不是他们的元认知，而是来自于他们的兴趣或他们解决任务的容易程度。即使他们选择了元认知学习，他们回到学习，他们可以感觉像算术没有动机的支持。培养儿童的元认知学习策略，使其选择适合自己的学习方式和学习过程，从而获得真实的学习能力是十分必要的。