算数・数学科における少人数・習熟度別指導の研究

概要

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This is an empirical research on the performance grouping of differing levels in elementary and junior high school mathematics, especially. focusing on classroom teaching and learning processes. Our school and classroom observations, as invited advisors for recent years lead us to a hypothesis that three stages are required to systemize a successful performance group of differing levels in schools as follows : (1) stablishment of a policy and a teaching/learning group arrangement (2) Design teaching/learning processes (3) Evaluation of students' attainment We discovered that most schools in Japan are still situated in stage (1) or (2). Setting forward to stage (3), here we present a model of students' learning processes to describe students' cognitive and metacognitive states. The validity of the model is verified empirically with two case studies ; a female elementary 6th grader and a 16 year-old female student.
奈良教育大学の論文
2004-10-29