Empirical study on arithmetic department class that intends understanding and use of mathematical principle.

旨在理解和运用数学原理的算术系课堂的实证研究。

• 批准号: 19500713
• 负责人: NAKANO Hiroshi
• 金额: $ 2.75万
• 依托单位: Hirosaki University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2007
• 资助国家: 日本
• 起止时间: 2007 至 2009
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-19500713/
• 关键词: 算数科授業; 授業改善; 授業研究; 活用する力; 算数科授業の改善; 数と計算; 既習事項; 活用; 数学的な原理; 授業での子ども白身による省察; 子どもによる省察活動

The purpose of the present study is to think about the role that a mathematical principle plays a problem solving activity, and to propose a concrete strategy to the class improvement of the arithmetic department through that. As a result of the research, the following were clarified. "Children solve the problem respectively alone. → Children talk about an idea each other. →Children write the reflection of the class.", the ability that the class with this process uses is fostered. The teacher should clarify a mathematical principle (useful knowledge) before it teaches it. And as a concrete improvement to the class, the teacher clarifies the common feature with past study, the opinion 'Do not understand' is valued when the child talks about an idea each other, and children are made to explain a past content of study grounds. The teacher has children do the reflection that can be made the best use of when the problem is solved alone in the following study.

本研究的目的是考虑数学原理在解决问题的活动中的作用，并提出一种具体的策略，以改善算术部门的阶级。由于研究的结果，阐明了以下内容。 “孩子们分别单独解决问题。→孩子们互相谈论一个想法。→孩子们写了班级的反思。”，培养了班级的能力。老师应在教授它之前阐明数学原理（有用的知识）。作为对班级的具体改进，老师阐明了过去的研究的共同特征，当孩子互相谈论一个想法时，“不理解”的意见被重视，并让孩子们解释了过去的学习理由的内容。老师让孩子做反思，在以下研究中单独解决问题时，可以最佳利用。