Comparative Study Of Teaching Method On Educational Effects

本项目进行了两个系列的研究，以调查在MECSST于2001年公布的政策下缩减学习小组教学的实际情况。第一项研究的结果发现，缩小学习小组教学在小学数学课堂和初中数学与英语课堂中比在其他学科中更有效，并且通常将常规课堂或团队教学分开的熟练依赖教学称为缩小学习小组教学。研究还发现，在小团体教学中，教师根据学生的学习成绩和兴趣对学生进行相应的指导。研究二以小学四年级、六年级和八年级的数学英语课堂为研究对象，考察了缩小学习小组教学对学生成绩、注意力和学习态度的影响。结果表明，通过年级和学科的划分，一些缩小学习小组的教学方法比传统的整班教学更有效。此外，还讨论了设计方法指导学生的重要性。在这些报告中可以得到更多的信息；缩小学习小组教学的实际情况及其效果——参照前一项研究的校长、教师和学生调查结果（2003年3月），后一项研究的教学方法——成就、注意力和学习态度的比较研究（2004年3月）。

The two series of studies were conducted in this project to investigate actual conditions among the sized-reduced learning group teaching under the policy that MECSST notified in 2001.The result of the first study uncovered that the size-reduced learning group teaching is in force in elementary school math class and in lower-secondary school math and English classes more than other subjects, and it is often in case that proficiency-dependent teaching with splitting regular classroom or team teaching were addressed as the size-reduced learning group teaching. It is also revealed that teachers who are engaged in the size-reduced learning group teaching instructed their students with corresponding to their achievement and/or interest.In the second study, it is examined that the effect of size-reduced learning group teaching on students' achievement, attentiveness, and learning attitude] inquiring into 4th and 6th math and 8th grade math and English classes. The result indicated that some of size-reduced learning group teaching methods were more efficient than traditional whole-class teaching through the grades and subjects. Furthermore, the importance of contriving ways to instruct students was discussed.More information could be got in these reports ; Actual conditions of size-reduced learning group teaching and its' effect-with Referring to the result of the survey on principal, teachers, and students (March, 2003) for the former study, and Comparative study of instructional methods-Achievement, attentiveness, and learning attitude (March, 2004), for the latter study.