学習につまずきのある児童への認知スタイルに応じた学習指導の効果 : 学習支援教室から得られた知見と展望

概要

論文の詳細を見る
This article was designed to introduce the findings obtained from the instruction provided in the Learning Support Classroom of Kumamoto University since it started in 2005 with the intention of suggesting direction of future research. In the learning support classroom, students' cognitive style were measured through the use of variousassessment methods after which, students received instruction on the basis of the identified cognitive style. Results show that the use of cognitive style based instruction per subject particularly in the area of learning Kanji was proveneffective. In addition, the instruction according to cognitive style conducted both in the individualized instruction and regular class group instruction was found effective based on the findings from questionnaire and Working Memory Test Battery. In conclusion, the cognitive style based instruction will likely to spread out more in regular classes if teachers are able to identify the students' cognitive style within a short period of time by selecting a question item and a test item in a more prudent manner.
2013-12-12