权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Construction of Teaching Method of Geometry to help students' cognitive development for geometrical figures

构建帮助学生几何图形认知发展的几何教学法

基本信息

批准号：
17500602
负责人：
HARADA Kohei
金额：
$ 1.86万
依托单位：
Kawamura Gakuen Woman's University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17500602/
关键词：
geometrical figure cognitive development geometry teaching method 推論証明

项目摘要

The purpose of this study is to construct a teaching method to help students' cognitive development for geometrical figures. For the purpose, we carried out two kinds of studies for three-year period. The aim of the first study is to clarify characteristics of students' cognitive development for geometrical figures based on longitudinal method. We planed investigations in two junior high schools A and B. The Subjects were 90 students in the school A and 200 students in the school B. The aim of the second study is to construct a teaching method to help students' cognitive development for geometrical figures. Based on based the method of learning experiments of Genevan School and G. Brousseau's theory of didactical situation, we could construct a framework of teaching method by the didactical situations including “method of cognitive conflict" and “dialectic-didactical method". We made plans of didactical experiments in the school A by using problems of isosceles triangle for the first grader students, parallelogram for the second grader students and similitude of triangles for the third grader students.We could draw conclusions as follows: In the first study, students' cognitive development of compositions and resolutions of figure improved with progress of their grades whereas students' cognitive development of hypothetical-deductive explanations were retained in low level from the first from to the third grade. In the second study, in applications of theorems and proof for geometrical figures, subjects of course of “dialectic-didactical method"(experimental group) and subjects of course of “method of cognitive conflict"(experimental group) could gain higher performance in the order as compared with subjects of course of teaching method of problem solving in general (control group). We could accept the effectiveness of the teaching method.

本研究旨在建构一种有助于学生几何图形认知发展的教学方法。为此，我们进行了为期三年的两类研究。第一项研究的目的是基于纵向研究的方法来厘清学生对几何图形认知发展的特征。我们在A和b两所初中进行了调查，调查对象为A学校90名学生和b学校200名学生。第二项研究的目的是构建一种有助于学生几何图形认知发展的教学方法。基于日内瓦学派的学习实验方法和布鲁索的教学情境理论，我们可以构建一个包括“认知冲突法”和“辩证法-教学法”在内的教学情境框架。我们在A学校用一年级的等腰三角形问题、二年级的平行四边形问题、三年级的三角形相似问题制定了教学实验计划。我们可以得出如下结论：在第一项研究中，学生对作文和图形解析的认知发展随着年级的提高而提高，而学生对假设演绎解释的认知发展从一年级到三年级一直保持在较低水平。在第二项研究中，在几何图形的定理和证明应用中，“辩证教学法”课程的被试（实验组）和“认知冲突法”课程的被试（实验组）的表现在顺序上要高于一般解题教学法课程的被试（对照组）。我们可以接受这种教学方法的有效性。