Empirical study on arithmetic department class that intends understanding and use of mathematical principle.

旨在理解和运用数学原理的算术系课堂的实证研究。

• 批准号: 19500713
• 负责人: NAKANO Hiroshi
• 金额: $ 2.75万
• 依托单位: Hirosaki University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2007
• 资助国家: 日本
• 起止时间: 2007 至 2009
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-19500713/
• 关键词: 算数科授業; 授業改善; 授業研究; 活用する力; 算数科授業の改善; 数と計算; 既習事項; 活用; 数学的な原理; 授業での子ども白身による省察; 子どもによる省察活動

The purpose of the present study is to think about the role that a mathematical principle plays a problem solving activity, and to propose a concrete strategy to the class improvement of the arithmetic department through that. As a result of the research, the following were clarified. "Children solve the problem respectively alone. → Children talk about an idea each other. →Children write the reflection of the class.", the ability that the class with this process uses is fostered. The teacher should clarify a mathematical principle (useful knowledge) before it teaches it. And as a concrete improvement to the class, the teacher clarifies the common feature with past study, the opinion 'Do not understand' is valued when the child talks about an idea each other, and children are made to explain a past content of study grounds. The teacher has children do the reflection that can be made the best use of when the problem is solved alone in the following study.

本研究的目的是思考数学原理在问题解决活动中的作用，并以此为基础，对算术系的课堂改进提出具体的策略。通过研究，澄清了以下问题。“孩子们各自单独解决问题。孩子们互相谈论一个想法。→孩子们写班级的反思。“，以此过程来培养课件使用的能力。教师在讲授数学原理（有用知识）之前，首先要阐明数学原理，作为对课堂教学的具体改进，教师要阐明与以往学习的共同特征，重视幼儿在相互谈论某个观点时的“不理解”意见，让幼儿对以往学习内容的依据进行解释。教师让孩子们在接下来的学习中独自解决问题时进行反思。