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

基本信息

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

项目摘要

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.

进行了这项研究是为了研究促进课程中出现的积极学习行为的影响。这项研究的重点是1）提高教室中的手行为，2）笔记，2）笔记，3）强调文本的研究，4）研究在e-earlearning类型类中使用e-earte-earling of Cresention的研究的研究。通过观察实际的课堂课程。结果表明，升高的手行为是由阶级的阶级环境因素确认不仅对儿童的信念，而且还确认了儿童的。关于讲座的信息是按关键句子，笔记和数量进行检查的分类的，并分析了两周教学的测试分数的关系。结果，显示了高相关性的笔记和测试分数。3）本研究研究了在阅读读者对文本信息的理解时底漆的有效性。结果表明，促进的促进者对受试者对带下划线的信息的召回不管文本的剪辑时间或阅读时间长度。结果表明，当学习者不知道自己/她可以理解讲座的内容以及他/她认为重新录音的必要性时，学习者可能会访问电子学习。该结果表明，当学习者知道他们不了解讲座的内容后，他们就可以意识到重新进行讲座的必要性时可以使用它。