An analytic study of teaching-learning Processes through collective comprehension activity

通过集体理解活动进行教学过程的分析研究

基本信息

批准号：
11610134
负责人：
HATANO Giyoo
金额：
$ 1.54万
依托单位：
University of the Air (2001)Keio University (1999-2000)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2001
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11610134/
关键词：
comprehension activity addition subtraction of fractions classroom discussion arguments arrangement of a melody collective comprehension activity 着想科学教育進化の教育

项目摘要

A series of experiments were undertaken on upper elementary school children's comprehension activity in learning of addition/subtraction of fractions with different denominators and of animal evolution, focusing on individual comprehension, memory, and application far problem solving of salient arguments in the preceding classroom discussion. We found that the students, both vocal and silent, tended to retain fairly unit what had been discussed and what arguments had impact. Pieces of information included in those arguments were often incorporated as long as they were consistent with the students' prior knowledge and conclusion they reached after the discussion.Another series of experiments were conducted on the dyadic arrangement of a familiar melody by female junior college students, with special attention to their deeper understanding of characteristics of the melody as well as maintenance of interpersonal relationships. The participant students often withdrew their objectively excellent and innovative ideas because they were highly sensitive to the partner's mental states. They were generally satisfied with interpersonal aspects of the joint work, but widely varied in their evaluation of task-oriented aspects, which was not correlated with the interpersonal satisfactions.Collective comprehension activity can certainly have positive effects on both cognitive and motivational aspects, but it also has to pay its own cost.

在学习不同分母和动物进化的分数的增加/减法方面，对上小学生的理解活动进行了一系列实验，重点是个人理解，记忆和应用程序在上面的课堂讨论中解决显着论点的问题。我们发现，嗓音和沉默的学生都倾向于保留所讨论的内容以及有什么影响的论点。这些论点中包含的信息通常与学生在讨论后得出的先验知识和结论一致。其他一系列实验是针对女性初级大学生熟悉的旋律的二元安排进行的，并特别注意了他们对旋律特征的更深入的了解以及维持人际关系的维持。参与者的学生经常撤回客观上的出色和创新想法，因为他们对伴侣的心理状态非常敏感。他们通常对共同工作的人际关系方面感到满意，但在评估任务方面的评估差异很大，这与人际关系满意度无关。集体性理解活动肯定会对认知和动机方面产生积极影响，但它也必须支付自己的成本。