課題対話型目標分析法による認知的な教育目標の抽出 : 中学校数学科の文字式の論証課題に対する適用の試み

DOI Web Site 参考文献28件

書誌事項

タイトル別名
  • Eliciting Cognitive teaching objectives through dialogue by task method : A trial with junior high school introductory algebra proof tasks
  • カダイ タイワガタ モクヒョウ ブンセキホウ ニ ヨル ニンチテキ ナ キョウイク モクヒョウ ノ チュウシュツ チュウガッコウ スウガクカ ノ モジシキ ノ ロンショウ カダイ ニ タイスル テキヨウ ノ ココロミ

この論文をさがす

抄録

This paper proposes a new methodology for developing subject matters in order to improve everyday teaching. Firstly, the task analysis method in cognitive research is summarized, and a new method for eliciting teaching objectives method is conceptualized. This methodology, which is based on "cognitive retrospection" of the task solution process by elicitor, was named "teaching/learning objective analysis through dialogue by task method". Secondly, "analysis through dialogue by task method" was applied to the 267 introductory algebra proof tasks that constitute second grader's learning contents in junior high school, and elicited four context dependent "pragmatic meanings of algebraic letters". Thirdly, the effect of the pragmatic meaning of algebraic letters presented to the pupils was investigated. The subjects were 183 junior high school second grade pupils who already had done algebraic proof tasks. Result: the high achievement group showed an effective response by presented pragmatic meaning, whereas middle and low achievement groups showed no effect. It was necessary to promote the understanding of the problem solving process for a higher-order understanding, and the necessity for examining teaching material analysis in addition to objective elicitation is shown.

収録刊行物

  • 科学教育研究

    科学教育研究 25 (1), 24-34, 2001

    一般社団法人 日本科学教育学会

参考文献 (28)*注記

もっと見る

キーワード

詳細情報 詳細情報について

問題の指摘

ページトップへ