A Proposal for Teacher Training Program on Reasoning Abilities

关于教师推理能力培训项目的建议

• 批准号: 23653286
• 负责人: YOSHIKAWA Kazuyoshi
• 金额: $ 1.08万
• 依托单位: Kanazawa 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-23653286/
• 关键词: 教員養成カリキュラム; 解釈力; 知識の構造; 既有の授業イメージ; 既有知識; 知識の範囲と量; 既有イメージの更新拡大; 教授システム; 免許制度; 教員養成教育; 各教科の具体的思考; 抽象的思考

The project places high priority on “Reasoning Abilities” of students, exploring its methodology and developing the present curriculum. Our analysis shows that the amount of knowledge correlates with the students’ cognitive and reasoning abilities, foregrounding their difficulty in establishing a coherent perspective on teaching materials. The comparative research of school textbook reading and its application clearly denotes students’ problems: those with more knowledge did better performances. Our study provides a possible but highly important explanation for the finding. Presumably, the tendency that less achieved students persist in familiar teaching styles prevents them from freer considerations on teaching materials.

该项目高度重视学生的“推理能力”，探索其方法并发展现有课程。我们的分析表明，知识量与学生的认知和推理能力相关，突出了他们在建立连贯的教材观点方面的困难。对教科书阅读及其应用的比较研究清楚地表明了学生的问题：知识越多的学生表现越好。我们的研究为这一发现提供了一个可能但非常重要的解释。可能是因为成绩差的学生坚持熟悉的教学风格，使他们无法更自由地考虑教材。