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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：
MATSUMURA Nobutaka
金额：
$ 1.6万
依托单位：
Kansai University
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

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。