Comparative Study Of Teaching Method On Educational Effects

教学方法对教育效果的比较研究

• 批准号: 14800002
• 负责人: TAKAURA Katsuyoshi
• 金额: $ 10.24万
• 依托单位: National Institute for Educational Policy Research
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Special Purposes
• 财政年份: 2002
• 资助国家: 日本
• 起止时间: 2002 至 2003
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-14800002/
• 关键词: size-reduced learning group teaching; whole-class teaching; team teaching; proficiency-dependent teaching; mastery learning; 教育効果

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.

本研究针对教育部2001年公布的政策下，小学数学、初中数学与英语班级实施小组教学的实际情况，进行了两个系列的研究。第一个系列的研究结果发现，小学数学、初中数学与英语班级实施小组教学的情况最多，而在教学实践中，常常将分班教学或小组教学中的“能力依赖型”教学称为“小规模学习小组教学”。本研究的第二部分是以四年级、六年级数学班和八年级数学班为研究对象，探讨小组教学对学生学习成绩、注意力和学习态度的影响。研究结果表明，部分小班化教学方法在年级和学科上比传统的整班教学效果更好。此外，还讨论了设计指导学生的方法的重要性，这些报告可以获得更多的信息;小班化学习小组教学的实施现状及其效果--兼谈对校长、教师和学生的调查结果（2003年3月）为前者的研究，和教学方法的比较研究-成就，注意力和学习态度（2004年3月），后一项研究。