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Generating Contexts for Learning under Diverse Math Cultures in the Classroom : Between Inquiry Math and Juku Math

在课堂上创造多元数学文化下的学习情境：探究数学与塾数学之间

基本信息

批准号：
11610247
负责人：
MATSUSHITA Kayo
金额：
$ 1.98万
依托单位：
Gunma University
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

项目摘要

This study presented a theoretical framework of contexts for learning, focusing on math lessons in the classroom. It took the collective activity system proposed by Y. Engestrom - a system composed of object, subject, tools, community, division of labor, rules and outcomes - as its analysis of unit. His theory of learning based upon cultural historical activity theory is interesting and unique in that it discusses learning not only in a given context but also in a context reconstructed by learners themselves.By doing four case studies including fieldwork in a math class at secondary level, this study expanded Engestrom's theory of learning in the following five respects. 1) Levels of activity system : seeing a classroom as a learning context in vertical and horizontal diversity of contexts. 2) Learning as individual action as well as collective activity : analysis of the characteristics and process of learning done by different members in the classroom. 3) Difference between activity and activity system and their relationship considered as reflexivity : regarding the relationship between lesson and classroom culture as an example of that between activity and activity system. 4) Process of activity : conceptualizing not only (a) discontinuous change of activity system, but also (b) continuous change of activity system and (c) process of activity. The discussion of (b) and (c) has been neglected in Engestrom's theory. Different processes of activity were analyzed as different patterns of sequence of actions. 5) Continuous change of activity system and dilemma managing : analysis of the strategies of teacher's dilemma managing in continuous change of activity system in the classroom.A comprehensive theory of contexts for learning was proposed based upon Engestrom's activity theory, which was thus expanded by the theories of situated learning, mathematical problem solving and classroom culture, and the interaction analysis.

本研究提出了一个学习情境的理论框架，重点放在课堂上的数学课程。它采用了Y. Engestrom --一个由客体、主体、工具、共同体、分工、规则和结果构成的系统--作为其分析的单元。他的学习理论建立在文化历史活动理论的基础上，其独特之处在于它不仅讨论了特定语境中的学习，而且还讨论了学习者自己重构的语境。本研究通过对四个中学数学课堂的个案研究，包括实地调查，从以下五个方面对Engestrom的学习理论进行了拓展。1)活动系统的层次：将课堂视为纵向和横向多样性背景下的学习环境。2)学习既是个人行为又是集体活动：分析课堂上不同成员的学习特点和过程。3)活动与活动系统的区别及其关系的反身性--以课程与课堂文化的关系为例。4)活动流程：不仅概念化（a）活动系统的不连续变化，而且概念化（B）活动系统的连续变化和（c）活动过程。在Engestrom的理论中，对（B）和（c）的讨论被忽略了。不同的活动过程被分析为不同的动作序列模式。5)活动系统的不断变化与困境管理：分析教师在课堂活动系统不断变化中的困境管理策略。在Engestrom活动理论的基础上，通过情境学习理论、数学问题解决理论、课堂文化理论以及互动分析，提出了一种综合性的学习情境理论。