An empirical research to examine the effects that the active learning behavior that appeared during the lesson was caused for the study promotion

课堂中出现的主动学习行为对学习促进效果的实证研究

• 批准号: 16300276
• 负责人: NOJIMA Eiichiro
• 金额: $ 9.12万
• 依托单位: Waseda University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 2004
• 资助国家: 日本
• 起止时间: 2004 至 2007
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-16300276/
• 关键词: Teaching-Learning behavior; Elementary school; Junior high school; Raising hand behavior; Underlining; Note-taking; e-learning; Blended-learning

This research was done to examine effects that the active learning behavior that appeared during the lesson was caused for the study promotion.This research was focus on 1) Raising hand behavior in the classroom, 2) Note-taking , 3) Underlining to the texts, 4) The research of the modality of the use of e-learning in the lecture type class that uses e-learning together has been brought together.Those results were as follows.1) This study was tried to investigate mechanism of the behavior of the raising hand through the observation of an actual classroom class scene. The result was shown that raising hand behavior was provided for by a class environmental factor of the class acknowledgment of not only child individuals' belief but also the child.2) This study investigated the relation to the test score with the Note-taking in the lecture after the fact. Information on the lecture was classified by the key sentence, the item of note-taking and the amount were examined, and the relation to the score of the test that had been imposed two weeks teaching later was analyzed. As a result, high correlations were shown the amount of note-taking and the test score.3) This study investigated the effectiveness of underling while reading on readers' understanding of textual information. The result showed that the promoting improved the subjects' recall of the underlined information regardless of the texts' defficults or the length of reading time.4) This study investigated the learner's learning process in lecture class of university together with e-learning. The result showed that a learner may access e-learning when he/she doesn't know that he/she can understand content of lecture, and when he/she perceive necessity of re-taking the lecture. This result suggests that learners can use it when they perceive necessity of re-taking the lecture after they know that they don't understand content of lecture.

本研究旨在检验课堂上出现的主动学习行为对学习促进的影响。本研究的重点是 1) 课堂上的举手行为，2) 记笔记，3) 在课文上划线，4) 在讲座型课堂中使用电子学习的电子学习使用模式的研究。这些结果如下。1) 本研究试图调查举手行为的机制 通过对实际课堂场景的观察。结果表明，举手行为是由课堂环境因素所决定的，课堂环境因素不仅涉及儿童个体的信念，还涉及儿童本身。2)本研究调查了事后课堂笔记与考试成绩的关系。将授课信息按重点句进行分类，检查记笔记的项目和金额，并分析与教学两周后考试成绩的关系。结果，记笔记的数量和测试分数之间显示出高度相关性。3）本研究调查了阅读时的下属对读者对文本信息的理解的有效性。结果表明，无论课文难度或阅读时间长短，提升都提高了受试者对划线信息的回忆。4)本研究调查了学习者在大学讲座和电子学习中的学习过程。结果表明，当学习者不知道自己能否理解讲座内容，以及当他/她认为有必要重新参加讲座时，他/她可能会访问电子学习。这一结果表明，学习者在知道自己不理解讲座内容后认为有必要重新听课时可以使用它。