Research on the social construction of cognitive differences in classroom settings and its transformation
课堂情境中认知差异的社会建构及其转化研究
基本信息
- 批准号:13610174
- 负责人:
- 金额:$ 1.6万
- 依托单位:
- 依托单位国家:日本
- 项目类别:Grant-in-Aid for Scientific Research (C)
- 财政年份:2001
- 资助国家:日本
- 起止时间:2001 至 2002
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
The purpose of this research was to explore the social construction of cognitive differences such as intelligence in a classroom setting and to evaluate the possibility of intervention in this process by introducing there the concept of "thinking styles" which was proposed and developed by R. J. Sternberg.1. We theoretically placed the position of the concept of the thinking styles in the researches of intelligence, especially in relation to that of Sternberg. We found not all but some of the thirteen style were congruent with the components used in the Sternberg's triarchic theory of intelligence.2. We developed four Japanese versions of questionnaires for the thinking styles: (1) the short version for adults, (2) the version for teachers to evaluate themselves, (3) the version for teachers to evaluate their studies, and (4) the version for students. Although we obtained their reasonable validity and reliability, it appeared that some further refinements were required.3. We did fieldwork in a classroom of an elementary school for five days: one day a month, for five consecutive months. We got videotape recording for about nine hundred minutes of the teacher-student interaction, which was transcribed in detail and analyzed. We also interviewed the teacher about her students and had her respond to the thinking style questionnaires for teachers. We found some consistencies and discrepancies among the comments, the results of the questionnaires, and the way of interaction.For the future research, we proposed the need to design the tools for making the cognitive differences, including the styles, observable and manipulable for teachers, their students, and their parents, and to develop the educational program for intervening in the construction of the very observation in cooperation with them.
本研究的目的是通过引入R. J. Sternberg. 1.我们从理论上重新定位了思维风格这一概念在智力研究中的地位,特别是与斯滕贝格的思维风格概念相联系。我们发现这13种风格中的部分风格与斯滕贝格的三元智力理论中所使用的成分并不完全一致。我们开发了四种日语版的思维风格问卷:(1)成人简短版,(2)教师自我评估版,(3)教师评估版和(4)学生版。虽然我们获得了合理的效度和信度,但似乎还需要进一步的改进。我们在一所小学的教室里做了五天的田野调查:一个月一天,连续五个月。我们得到了大约900分钟的师生互动录像,并进行了详细的转录和分析。我们还采访了这位教师,让她回答了教师的思维风格问卷。研究发现,教师对学生的评价、问卷调查结果、互动方式等方面存在差异,需要设计出教师、学生和家长可观察、可操作的认知差异工具,以促进教师、学生和家长的认知差异。并与他们合作制定教育方案,干预观察的建设。
项目成果
期刊论文数量(3)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
比留間太白: "教師の思考スタイルの検討"日本教育心理学会第44回総会発表論文集. (印刷中). (2002)
Taihaku Hiruma:“教师思维方式的检查”日本教育心理学会第44届全体会议论文集(出版中)。
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比留間太白: "教師の思考スタイル"日本教育心理学会第44回総会発表論文集. 349 (2002)
Taihaku Hiruma:《教师的思维方式》日本教育心理学会第44届全体会议论文集349(2002)。
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- 影响因子:0
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比留間太白: "教師の思考スタイル2"日本教育心理学会第45回総会発表論文集. (印刷中). (2003)
Taihaku Hiruma:“教师的思维方式 2”日本教育心理学会第 45 届大会论文集(出版中)。
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MATSUMURA Nobutaka其他文献
MATSUMURA Nobutaka的其他文献
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{{ truncateString('MATSUMURA Nobutaka', 18)}}的其他基金
A Study on the Measures of Cooperation of Special Needs Support Based on the Idea of 2e Education Building on the Giftedness of Students with Developmental Disabilities
基于2e教育理念构建发育障碍学生特需支持合作措施研究
- 批准号:
17H02721 - 财政年份:2017
- 资助金额:
$ 1.6万 - 项目类别:
Grant-in-Aid for Scientific Research (B)
A Study on the Measures of Continuum of Special Needs Support Making Use of the Cognitive Individuality of Students with Developmental Disorders or Learning Difficulties
利用发育障碍或学习困难学生的认知个性提供连续性特殊需要支持措施的研究
- 批准号:
26381345 - 财政年份:2014
- 资助金额:
$ 1.6万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
A Study on the Measures of Special Support Making Use of the Cognitive Individuality of Students with Developmental Disorders or Learning Difficulties
利用发育障碍或学习困难学生认知个性的特殊支持措施研究
- 批准号:
23531317 - 财政年份:2011
- 资助金额:
$ 1.6万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
A Study on the measures of special support for students with both learning difficulties and giftedness in science classes
科学课上学困特优学生特殊支持措施研究
- 批准号:
20530895 - 财政年份:2008
- 资助金额:
$ 1.6万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
A Research on the Method of Special Support Education for Students with Learning Difficulties and Giftedness in the Science Class
科学课上学困特优学生特殊支持教育方法研究
- 批准号:
18530766 - 财政年份:2006
- 资助金额:
$ 1.6万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
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