Examination of single-sex education model based on sex differences of academic achievement and cognitive functions

基于学业成绩和认知功能性别差异的单性别教育模式检验

• 批准号: 23653183
• 负责人: FUKUDA Sachio
• 金额: $ 1.08万
• 依托单位: Yokohama National University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Challenging Exploratory Research
• 财政年份: 2011
• 资助国家: 日本
• 起止时间: 2011 至 2012
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-23653183/
• 关键词: 学力; 男女別学教育; 性差; 認知機能; 学力調査

About the cognitive function assumed to be the sex difference and cause of the academic achievement in a language or arithmetic, it analyzed based on a national academic achievement survey and the study evaluation by lesson.Furthermore, investigation and analysis were conducted in order to know the actualcondition of the single-sex education in the United States which considered the sex difference of the cognitive function. Basic research which explores the possibility of the single-sex educational model classified in Japan was carried out. There is sex difference in how to respond to learning motivation and class atmosphere, and it found out that an interaction with the sex of the teacher of the class existed further.

对于被认为是语言或算术学业成绩的性别差异和原因的认知功能，根据全国学业成绩调查和课时学习评价进行了分析。此外，还进行了调查和分析，以了解美国考虑认知功能性别差异的单一性别教育的实际状况。进行了探索日本分类的单性别教育模式可能性的基础研究。对学习动机和课堂氛围的反应存在性别差异，进一步发现与班主任的性别存在交互作用。

项目成果

算数科教育における「説明的理解群の子どもたち」の学習特性

数学教育中“解释理解组儿童”的学习特征

• 发表时间: 2013
• 期刊: 横浜国立大学教育人間科学部紀要I
• 作者: 松本安博;福田幸男
• 通讯作者: 福田幸男