A Study of The Remedial Education In The Universities

本研究旨在厘清学生学习困难的现状，并找出造成这一趋势的深层因素。研究小组于1994年7月开始分析从378所大学（534所四年制大学中的一所）收集的“大学目录”和其他与课程改革有关的文件。在文献研究的基础上，选择了20所大学进行访谈和进一步的信息收集。在1995年4月至7月的第二年，与16所大学的主管部门密切合作，从13 600名学生和950名教学人员那里获得了个人资料，并进行了分析。一些初步发现如下。(1)私立大学的补习教育比公立大学起步早。许多大学开设“补习”课程，如微积分、微积分、基础物理和英语。一些大学发现了“如何在大学学习”的需求。，以及在公开演讲和用日语写报告方面的培训，以弥补学生的不足。(2)研究证实了有效的大学学习与高中预科课程基础知识的习得之间的密切关系。然而，学生的困难可以追溯到其他因素，如课程中所涉及的主题水平，教学方法，以及课程要求结构，要求学生学习他们没有动力学习的科目。补习并不是唯一的“补习”方法。(3)学生指出难学的典型课程是统计学、经济学、物理学和数学。这些是所有大学和所有院系的共同特点。这表明，学生进入大学水平的学习，没有充分准备在中学水平的能力，以涵盖广泛的智力兴趣，理解结构化知识的能力，和学习习惯，以忍受困难，在追求一步一步的学习。少

The aim of this research is to clarify the current situation of leaning difficulty of students, and identify underlying factors of this trend. The research team started its work in July 1994 by analyzing "University catalogs" and other documents related to curriculum reforms, which were collected from 378 universities (out of 534 four-year universities.) Based on the documentation research, 20 universities were selected and visited for interviews and for further information collection. During the second year from April to July 1995, in close collaboration with the authority of 16 universities, personal data were obtained from 13,600 students and 950 teaching personnel, and analyzed.Some of the preliminary findings are as follows.(1) Remedial education started earlier in the private universities than in the public universities. Many universities provide "remedial" courses on such subjects as differential and integral calculus, basic physics, and English. A few universities found the nee … More ds to start small group guidance on "how to study in the university., "as well as the training in the public presentation and the report writing in Japanese to cover the shortcomings of students.(2) The research confirmed the strong relation between the effective university leaning and the acquisition of basic knowledge in prerequisite subjects in high schools. However, the difficulty of students can be traced to other factors such as the level of subject matter treated in that course, the method of teaching the subject, as well as the course requirement structure which obligates students to take subjects to which they find very little motivation to learn. The complementary learning of high school subjects is not the only "remedial" method.(3) The typical courses which students pointed out as the difficult course are statistics, economics, physics and mathematics. These are common to all universities and across all faculties and departments. This indicates that the students proceed to the university level learning without preparing sufficiently at the secondary level the aptitude to cover a wide range of intellectual interests, the ability to understand the structured knowledge, and the study habit to endure the difficulty in pursuing the study step by step. Less