通常の学級における小学生の漢字学習に及ぼす認知スタイルに合わせた集団指導の効果

IR Web Site

Bibliographic Information

Other Title
  • Effects of Cognitive-style-based Group Instruction on the Kanji Learning of Elementary School Students in Regular Classrooms
  • ツウジョウ ノ ガッキュウ ニ オケル ショウガクセイ ノ カンジ ガクシュウ ニ オヨボス ニンチ スタイル ニ アワセタ シュウダン シドウ ノ コウカ

Search this article

Description

type:論文(Article)

本研究では,認知スタイルに着目し,認知スタイルに合わせた漢字の書字指導の効果について検証する．

The purpose of this study was to develop mass screening test for extracting cognitive style of elementary school students in regular classrooms, and to investigate the effect of cognitive-style-based kanji instructions. In preliminarystudy, we developed a mass screening test that specified cognitive style of each student based on working memory test battery. In the first study, using the mass screening test, subjects were identified their cognitive style. In thesecond study, subjects of experimental group were divided into three groups by their cognitive styles. The subjects were given kanji instructions that matched learning strategy of each group. As results, students who received thecognitive-style-based kanji instruction performed better than students in control group that were given conventional kanji instruction. In experimental groups, effective result was found in auditory information and visual informationgroup, and for low and middle score students. From these results, we suggested that using working memory test battery is appropriate to extract cognitive style. We concluded that the kanji learning based on cognitive style is effective for all students.

Journal

Keywords

Details 詳細情報について

Report a problem

Back to top