S-P表分析による図学の教授過程に関する研究

概要

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Until now the instructing process of the Descriptive Geometry has been judged by the experience gained through instructing without the scientific measurements. So in this paper the author studied the instructing process of the Descriptive geometry by means of the Student-Problem Score Table Analysis that had attracted special interest recently. Then the author obtained several useful results by investigating many S-P table data as follows; (1) The author could describe the S-P curves by scale transformation and calculate the difference coefficient D, i.e. D*=0.34 (Exercise), D*=0.24 (Test) . Then it became clear that the contents of problems were suitable because of D* being less than 0.6. (2) It became clear that since the learning unstability or the lack of readiness depends on the graduate course, elimination of lack of readiness is effective for the qualitative improvement of learning. (3) The author was able to characterize each student by the attention coefficient C.S and the right answer rate P. (4) The author was able to find the improper or heterogeneity problems by the attention coefficient of problems C.P and the right answer rate P. (5) It became clear that the problems including the fundamental instruction elements is difficult unexpectedly for the students attending the lecture of the Descriptive Geometry.
日本図学会の論文