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Study of fostering logical thinking ability by the integration of mathematics education and Japanese-language education

数学教育与日语教育融合培养逻辑思维能力的研究

基本信息

批准号：
13680315
负责人：
FUJIMOTO Yoshiaki
金额：
$ 0.96万
依托单位：
Ehime 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 2003
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13680315/
关键词：
Mathematics Education Japanese-language Education Integrated Education Logical thinking

项目摘要

1.From the standpoint of the mathematics education, we analized (1)the meaning of logical thinking, (2)actual conditions of student's logical thinking and (3)the approach from the mathematics education that enabled an integrated education with Japanese-language education. About (1)as a logical thinking, the deduction, the induction, and the analogy are commonsensibly, thought ; In the mathematics education, how to catch the meaning of logical thinking depends on the degree of "Sujimichi Tatete Kangaeru". About (2), it is clarified that concerning to the ratio that correctly reacts to the explanation by the analogy, the student of the liberal arts course is higher than the student of the science course etc. About (3), it was clarified that Toulmin's proof model would be able to be used for the mathematics education with adding some corrections.2.From the standpoint of Japanese-language education, we analized (4)the meaning of logical thinking and (5)the approach from Japanese-language education that enabled an integrated education with the mathematics education. About (4), the logical thinking in the course of study of Japanese-language education is near to rhetoric. The language technology education, the language logic education, and the general linguistic theory, etc. are effective from the viewpoint of an integrated education with the mathematics education. About (5), Materials and teaching method of 'the language technology education' is useful to our integrated education.3.We made the data base of investigated research on the logical thinking. And we constructed the independent server and opened the data base to the public on Web.

1.从数学教育的观点出发，分析了（1）逻辑思维的意义，（2）学生的逻辑思维的实际状况，（3）数学教育与日语教育的融合途径。关于（1）作为一种逻辑思维，演绎、归纳、类比是常识性的思维;在数学教育中，如何把握逻辑思维的意义，取决于“数道立手观影”的程度。关于（2），阐明了关于对类比解释作出正确反应的比率，文科课程的学生高于理科课程的学生等。关于（3），阐明了Toulmin的证明模型通过添加一些校正能够用于数学教育。2.从日语教育的观点来看，我们分析了（4）逻辑思维的意义和（5）从日语教育的方法，使教育与数学教育相结合。关于（4），日语教育学研究中的逻辑思维接近于修辞学。从与数学教育整合的角度来看，语言技术教育、语言逻辑教育、普通语言学理论等都是有效的。关于（5）、《语言技术教育》的教材和教学方法对我们的综合教育有一定的借鉴意义。3.建立了逻辑思维调查研究的数据库。建立了独立的服务器，并将数据库在Web上对外开放.