A study on the cooperative Distance Learning to educate the creativity in Mathematics Education

合作远程学习在数学教育中培养创造力的研究

基本信息

批准号：
14580193
负责人：
MORIYA Seiji
金额：
$ 2.11万
依托单位：
Kyoto University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2003
项目状态：
已结题

项目摘要

We are studying the international cooperative distance learning (ICDL) to educate the creativity in mathematics education since 1997. Purposes of this study are to develop the evaluation tools to measure students' creativity, to develop new educational contents in an information-oriented society, and to organize methods of ICDL to educate the creativity in mathematics education.We developed the evaluation tools which investigate a creative attitude by using the factor of creativity based on research of Guildford. By using this tools, it was confirmed that the lesson using the TV Conference System contributed greatly to training of a creative attitude. As new educational contents, "The Mathematical Approach to a Drawing Technique", "Fractals Geometry", and "The Geometry of the Earth and the Sun" were developed. Moreover, the consistent curriculum from an elementary school to a junior high school was proposed, too. It is confirmed by the experimental lesson that those are effectual contents.Three ICDL, high school students between Japan and China, between Japan and Thailand, and junior high school students between Japan and Thailand, are experimented on. We confirmed in those experiments that the identity, the logic, the precision and the positiveness were educated. In order to educate more the creativity of students by, ICDL, we must organize the lessons which students can make the best use of themselves idea, and they can discover the problem by themselves.

自1997年以来，我们正在研究国际合作远程学习（ICDL），以培养数学教育中的创造力。本研究的目的是开发衡量学生创造力的评估工具，开发信息社会中新的教育内容，以及组织ICDL方法在数学教育中进行创造力教育。我们在吉尔福德研究的基础上开发了利用创造力因素来考察创造力态度的评价工具。通过使用该工具，证实了使用电视会议系统的课程对创造性态度的培养做出了巨大贡献。作为新的教育内容，开发了“绘图技术的数学方法”、“分形几何”和“地球和太阳的几何”。此外，还提出了从小学到初中的统一课程。实验课证实了这些内容是有效的。对中日高中生、日泰间、日泰间初中生三个ICDL进行了实验。我们在这些实验中证实了同一性、逻辑性、精确性和积极性得到了教育。为了通过ICDL更多地培养学生的创造力，我们必须组织学生能够充分利用自己的想法，自己发现问题的课程。