2024-03-28T13:27:15Z
https://nagoya.repo.nii.ac.jp/oai
oai:nagoya.repo.nii.ac.jp:00002326
2023-03-13T00:13:39Z
323:350:373:398
Varieties of Learning Methods about Main subjects in High School Students--Personal Learning Theory about English, Mathematics and Japanese
<原著>高校生の学習様式 : 英語・数学・国語の 「Personal Learning Theory」
梶田, 正巳
6324
TANAKA, Toshiya
6325
石田, 勢津子
6326
KAMIYA, Shunji
6327
伊藤, 篤
6328
UDA, Hikaru
6329
水野, りか
6330
杉村, 伸一郎
6331
田中, 俊也
6332
神谷, 俊次
6333
宇田, 光
6334
宮田, 学
6335
磯部, きよ子
6336
高須, 照夫
6337
杉山, 光男
6338
柳田, 嘉久
6339
富田, 昇
6340
斎藤, 真子
6341
高木, 徹
6342
1987-12-24
We have so far investigated the methods of learning at school and home of junior and senior high school students, using the concept, "Personal Learning Theory (PLT)" (Kajita, Ishida and Uda, 1984; Kajita, Ishida, Uda and Ito, 1985). In this study, the purpose was to investigate the learning methods of high school students for 3subjects separately. The 3subjects were English, Mathematics and Japanese. The questionnaire of each subject was made so that it might consist of such items as describing the learning behavior peculiar to each subject as comprehensively and precisely as possible, based on the advice of some teachers in charge of each subject. The resultant questionnaires consisted of approximately 70 bipolar items with 4-point scales. The students who answered each questionnaire were in the second grade of senior high schools; 353 for the questionnaire on English, 358 on mathematics and 317 on Japanese. As a result, following scales of each subject were obtained by factor analyses : English : (1) Attitude during the Lessons, (2) Depth of Preparation, (3) Style of Solution, (4) Schedule of Learning, (5) Efficiency of Learning, (6) Interest in the Phonetic Aspect, (7) Mastery Strategy. Mathematics : (1) Style of Understanding, (2) Schedule of Learning, (3) Process of Solution, (4) Style of Solution, (5) Note Taking. Japanese : (1) Attitude during the Lessons, (2) Coping Behaviors with Questions, (3) Learning of Classics, (4) Style of Learning, (5) Linguistic Behavior, (6) Style of Mastery, (7) Style of Communication. On each subject and on each scale, 2×2 (course×sex) ANOVA was first conducted. Then, on each subject, data pattern analyses were conducted for 4 groups (above2×2) separately. The main results were as follows : English : it was found that female students prepare the lessons more deeply and study during the lessons more actively compared with male students. Furthermore, female students in liberal arts course are much deeply interested especially in the phonetic aspect of English learning. Mathematics : there was a tendency that students in science course make much of the process of understanding more than those in liberal arts curse. And it was shown that there are few students who make much of the learning schedule but male students in science course. Japanese : just as the result of English, female students participate in the lessons more actively than male students. Moreover, it was suggested that female students prepare most earnestly especially for the lessons of classics. Finally, it was concluded that the learning methods or interest are generally peculiar not only to each subject but also to individual student, and that the consideration of the teachers in charge of each subject must be very important for the improvement of his/her PLT.
国立情報学研究所で電子化したコンテンツを使用している。
departmental bulletin paper
名古屋大学教育学部
1987-12-24
名古屋大學教育學部紀要. 教育心理学科
34
131
171
http://hdl.handle.net/2237/3749
03874796
eng