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Effect of Meta-Cognitive Instruction for Spontaneous Correction of Calculation Errors

元认知教学对计算错误自发纠正的影响

基本信息

批准号：
08680280
负责人：
AMAIWA Shizuko
金额：
$ 1.28万
依托单位：
Shinshu University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1996
资助国家：
日本
起止时间：
1996 至 1997
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-08680280/
关键词：
Computation error Meta-Cognitive Instruction Group Discussion Computational process 計算過程

项目摘要

The following points emerged from this research.1. Third and fourth graders were given three kinds of meta-cognitive instructions : a) To watch a video of another child's computation process and find the computation errors and consider why the errors were made. b) To have a group discussion about another child's errors and the reason for them. c) To consider their own calculation errors and the reason for making errors. As the result of the group discussion, they showed the great improvement on finding another child's errors and inferring the reason for them, but the observation showed that the correction of their own calculation errors was more difficult than that of another child's errors.2. Through the meta-cognitive instructions, the result of subtraction test (third graders) improved significantly. However, no change on the result of multiplication (fourth graders) was observed. As for the meaning of calculation, understanding of the decomposed subtraction (e.g.an ability to understand the calculation like 301-158 means adding up each result of 301-100,301-50, and 301-8) improved significantly after the instruction. As for the multiplication, understanding of the treatment of zero (e.g.in case of 970*340, how many zeros are needed after the answer of 97*34 ? ) increased, but significant differemnce could not be admitted.3. The reason for small change of test result and the understanding of multiplication meaning after the meta-cognitive instruction (fourth graders) was considered to have some relation with influence of high records of pre-instruction test and lower participation in group discussion because of the more members compared with subtraction (third graders).

从这项研究中得出以下几点。给三年级和四年级学生三种元认知指令：a)观看另一个孩子计算过程的视频，找出计算错误并思考错误产生的原因。b)小组讨论另一个孩子的错误及其原因。c)考虑自己的计算误差和产生误差的原因。小组讨论的结果显示，他们在发现其他孩子的错误和推断错误原因方面有很大的进步，但观察发现，纠正自己的计算错误比纠正其他孩子的错误更困难。通过元认知指导，三年级学生减法测验成绩显著提高。然而，四年级学生的乘法成绩没有变化。在计算意义上，对分解的减法的理解（例如理解301-158这样的计算的能力是将301-100,301- 50,301 -8的每个结果相加）得到了显著的提高。在乘法方面，对零的处理（如970*340,97*34后需要多少个零？）的理解有所增加，但不允许有显著差异。四年级学生接受元认知教学后测试结果和对乘法意义的理解变化较小，认为与三年级学生接受减法教学后人数较多，导致教学前测试成绩较高和小组讨论参与度较低的影响有关。