製図における投影-構成行為の形成と投影図法の教授=学習
スポンサーリンク
概要
- 論文の詳細を見る
The puripose of the present study was to examine the method of teaching, by which middle grade school children could draw and read the orthographic views (third angle projection) with forming actions of projection (P) and construction (C). On the base of preliminary experiments, the training program of 23 steps consisting of the following 5 blocks was produced. In the first block of training (step 1-8), children learned to draw the three orthographic views (front, right-side, and top views) of a point inside a three-dimensional-cordinate frame (the projectograph). Afterwards, they learned to construct a point in the frame through reading three views being given as tasks. In the second block (step 9-11), they learned to draw the three views of a straight line inside the frame, and then learned to construct a straight line in the frame on the three views. In the third block (step12-16), they learned to draw the three views of cubes inside the frame, and then learned to construct cubes on the three views of them without the help of frame. In the fourth block (step 17-21), they learned to transform the isometric drawing into the orthographic views and vice versa. In the last block of training (step 22-23), they learned to produce and draw the three-dimensional figure image for an object through reading orthographic views of it, and then learned to rotate 90° and 180° to the right or left mentally before drawing it. Based on performance levels of projection and construction tests for 43 school children in third grade, 8 pairs of matched Ss who had no knowledge of the orthographic projection and had not yet acquired the actions of P and C were selected, and were assigned at random to each of the experimental and control group. 8 children in experimental group (8:1-9:0) were trained individually in accordance with the training program for about three months, but 8 children in control group (8:1-8:11) underwent only the control tests periodically without any training. As results, the following facts were ascertained: 1) Under the training program, even middle grade school children could acquire the ability of Euclidian spatial representation. 2) Ex. gr. children were able to learn the actions of P and C, necessary for the learning of the technical drawing. 3) Especially, they could acquire the ability of spatial representation enabling mentally the rotation higher of the produced image through reading orthographic views to some directions. 4) But the acquired spatial ability of children by the training program remained at a level influencing partially on the solutions of Piaget's "three mountain tasks" and tasks of the projection of straight lines. In conclusion, this experiment suggested the high possibility of teaching enabling middle grade school children to draw and read the orthographic views under the condition of an elaborated training program.
- 日本教育心理学会の論文
- 1980-09-30
著者
関連論文
- PG2-05 子育てにおける"叱る"と"怒る"のイメージ構造の差異(社会)
- PA037 言い訳方略から見たソーシャルスキルとトラブル処理能力との関係
- 高齢者福祉施設入居者の施設への愛着の構造と形成
- 3次元CADによる製図・設計教育が視点変換行為の形成に及ぼす効果
- PG045 インターンシップ体験が就職活動に対する自己効力感に及ぼす影響
- 投影・構成行為の形成に及ぼす3次元CADによる設計教育の効果
- 254 展開図作成における立体提示モードの効果(2)(発達6,発達)
- 222 投影行為の形成プログラム(発達3,研究発表)
- 351 投影行為の発達 : 視点移動にともなう座標変換ルールの抽出(空間認知,発達)
- 032 展開図作成行為の形成プログラム(空間表象の発達,特定テーマ)
- 製図における投影-構成行為の形成と投影図法の教授=学習
- 305 空間表象の変換操作に関する研究(発達13,研究発表)
- 607 技能の習熟過程に関する研究 : 投影・構成行為の形成過程と行為の構造をめぐって(3)(教授学習1,研究発表)
- 244 技能の習熟過程に関する研究 : 製図技能における投影-構成行為を中心として(1)(発達)
- 544 技能の習熟に関する実験的研究 : サイクルグラフ法による熟練者-未熟練者の動作パターンの比較
- K152 大学生の就職活動における自己効力の変化と活動ヒストリー(口頭セッション25 キャリア・職業)
- 高齢者保健のための2つのパラダイムシフト (特集 高齢者保健のパラダイムシフト)
- 生活環境におけるエコロジカルマインド評価尺度による意識変容過程と構造分析
- 820-2-1 児童の学校外活動が協同意識と社会的スキルに及ぼす影響(社会,口頭発表)