A Proposal for Teacher Training Program on Reasoning Abilities

关于教师推理能力培训项目的建议

• 批准号: 23653286
• 负责人: YOSHIKAWA Kazuyoshi
• 金额: $ 1.08万
• 依托单位: Kanazawa University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Challenging Exploratory Research
• 财政年份: 2011
• 资助国家: 日本
• 起止时间: 2011 至 2012
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-23653286/
• 关键词: 教員養成カリキュラム; 解釈力; 知識の構造; 既有の授業イメージ; 既有知識; 知識の範囲と量; 既有イメージの更新拡大; 教授システム; 免許制度; 教員養成教育; 各教科の具体的思考; 抽象的思考

The project places high priority on “Reasoning Abilities” of students, exploring its methodology and developing the present curriculum. Our analysis shows that the amount of knowledge correlates with the students’ cognitive and reasoning abilities, foregrounding their difficulty in establishing a coherent perspective on teaching materials. The comparative research of school textbook reading and its application clearly denotes students’ problems: those with more knowledge did better performances. Our study provides a possible but highly important explanation for the finding. Presumably, the tendency that less achieved students persist in familiar teaching styles prevents them from freer considerations on teaching materials.

该项目将学生的“推理能力”高度重视，探索其方法论并开发当前的目前。我们的分析表明，知识的数量与学生的认知和推理能力相关，这使他们在建立教材的连贯观点方面遇到了困难。学校教科书阅读及其应用的比较研究显然表示学生的问题：那些知识更多的人的表现更好。我们的研究为这一发现提供了可能但非常重要的解释。据推测，在熟悉的教学风格中，较少成就的学生的趋势阻止了他们对教材的自由考虑。