STUDIES OF OPEN-ENDED INSTRUCTION TO FACILITATE ABILITY OF SELF LEARNING

本研究旨在寻找教学方法，以促进自我学习的能力，这是在不断变化的智力世界中生存所需要的。所谓的开放式指令已被审查，发现它们被分为两组。一种是使用开放式问题，旨在吸引学习者的不同反应。另一种是关注认知进步的过程。自主学习与后一种开放式教学尤为相关。通过对大学生数学认知结构的调查发现，成绩好的学生能够将重要的基础知识或公式与外围知识区分开来，并且往往能够从基础知识或公式中归纳出外围知识，而成绩差的学生的数学认知结构中有许多公式是不连贯的。这一发现被应用于初等数学并被证实是有效的。

Present study aims to find instructional methods to facilitate the ability of self learning that is needed to survive the ever-changing intellectual worlds.So-called open-ended instructions have been reviewed to find that they are put together in two groups. One is to use open-ended problems that intend to draw diverse responses of learners. The other is to focus on the process of cognitive progress.Self learning is especially related with the latter open-ended instruction. The investigation about mathematical cognitive structure of college students shows that good performers distinguish important basic knowledge or formulas from peripheral knowledge and are often able to induce peripheral knowledge from basic knowledge or formulas, while poor performers have many formulas in disconnected manner.This findings were applied to elementary mathermatic and were confirmed being effective.