FUNDAMENTAL STUDY ON THE METHOD FOR INSTRUCTING EXPOSITORY SKILL UNDER ICT CONDITION.

ICT条件下解说技能教学方法的基础研究。

基本信息

批准号：
17500626
负责人：
KISHI Manabu
金额：
$ 1.76万
依托单位：
Tokyo Gakugei University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

项目摘要

The purpose of this study is to examine the method of instruction for expository skill with information communication technology (ICT). The study consists of following three parts: (1) a method of instruction for the expository skill and its evaluation, (2) a way of the understanding of non-continuous texts that were frequently used under ICT situations, (3) a method of instruction for the presentation skill and its evaluation.(1) Studying method for instruction of expository skill and its evaluation, I carried out the composition exercises of expository texts to 40 university students for four months. As a result, the "rewrite" exercise, under setting a reader concretely, was the most effective. In addition, we made 12 inventory items for children which measured knowledge of the meta-recognition. As a result of questionnaire and practical study, we found that an expository skill and knowledge of the meta-recognition were strongly related.(2) When children judged the understandability about non-continuous texts, the judgment was affected by their learning styles. In addition, from eye movement study, the individual difference of focusing was found when we read non-continuous texts.(3) Studying for presentation skill, I performed presentation instruction for 4 months both 40 university students and 30 children. And we examined how self-evaluation and another person's evaluation of the skill changed before and after the session. As a result, both students and children were made much of change in terms of "presentation theme" and "clearness of conclusion".

本研究的目的是探讨利用信息通信技术（ICT）进行说明性技能的教学方法。该研究由以下三个部分组成：（1）解释技能的教学方法及其评估，（2）ICT环境下经常使用的非连续文本的理解方法，（3）解释能力的方法(1)说明文技能教学及评价研究方法,对40名大学生进行了为期四个月的说明文作文练习。因此，在具体设定读者的情况下进行“重写”练习是最有效的。此外，我们还为儿童制作了 12 个清单项目，用于衡量元识别知识。通过问卷调查和实践研究，我们发现解释能力和元识别知识有很强的相关性。(2)儿童在判断非连续文本的可理解性时，其判断受到他们的学习方式的影响。另外，从眼动研究中发现，阅读非连续文本时，注意力的个体差异。(3)演讲技巧的学习，我对40名大学生和30名儿童进行了4个月的演讲指导。我们还研究了自我评估和他人对技能的评估在课程前后的变化。学生和孩子们在“演讲主题”和“结论的清晰性”方面都发生了很大的变化。