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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大學教育學部紀要. 教育心理学科
  4. 33

算数・数学の学習のさせ方 : 教師の「個人レベル指導論(PTT)」の解析

https://doi.org/10.18999/bulfep.33.77
https://doi.org/10.18999/bulfep.33.77
4a142631-2b10-41e2-82ff-1d7e659ac14a
名前 / ファイル ライセンス アクション
KJ00000726095.pdf KJ00000726095.pdf (4.8 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2006-01-06
タイトル
タイトル 算数・数学の学習のさせ方 : 教師の「個人レベル指導論(PTT)」の解析
言語 ja
その他のタイトル
その他のタイトル PERSONAL TEACHING THEORY OF SCHOOL TEACHERS ON HOW TO LET STUDENTS ACT IN LEARNING MATHEMATICS
言語 en
著者 梶田, 正巳

× 梶田, 正巳

WEKO 6161

ja 梶田, 正巳

en KAJITA, Masami

Search repository
石田, 勢津子

× 石田, 勢津子

WEKO 6163

ja 石田, 勢津子

en ISHIDA, Setsuko

Search repository
伊藤, 篤

× 伊藤, 篤

WEKO 6165

ja 伊藤, 篤

en ITO, Atsushi

Search repository
愛知県教育センター教科指導部(算数・数学家の指導に関する研究協議会)

× 愛知県教育センター教科指導部(算数・数学家の指導に関する研究協議会)

WEKO 6167

ja 愛知県教育センター教科指導部(算数・数学家の指導に関する研究協議会)

Search repository
抄録
内容記述 The first aim of this study was to present the structure of Personal Teaching Theory (PTT for short) about how to let students act in learning mathematics. About 900 teachers of both elementary and junior high school replied to the questionaire with items expressing how to give advice to students. From the inquistion we could get five factors on PTT by conducting a factor analysis, each of which has two opposite styles. The five factors were as follows: (1) Letting the student make efforts every time vs. Letting him make efforts only when he wants to. (2) Letting the student continue to study according to his plans vs. Letting him concentrate in critical occations. (3) Letting the student quickly put his ideas into action vs. Letting him mediate before carrying out. (4) Letting the student be conscious of the examination vs. Letting him study to his own pace without worrying about the examination. (5) Letting the student be competitive with other students vs. Letting him be cooperative with others.The second aim was to put out the patterns of teachers' activities of guidance according to the five factors. By employing a date pattern analysis, we could find the following results. (1) Both elementary and junior high school teachers want the students make efforts every day without worrying about the examination, and let them think over adequately before carrying out in concert with other students. (2) When guiding the students who are not good at mathematics, most teachers instruct them in the same way mentioned above. However in the case of the students who are good at it, most teachers make use of their competitive spirits.
言語 en
内容記述タイプ Abstract
内容記述
内容記述 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。
言語 ja
内容記述タイプ Other
内容記述
内容記述 p.85が落丁していたためファイル差し替え(2021/11/12)
言語 ja
内容記述タイプ Other
出版者
出版者 名古屋大学教育学部
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
ID登録
ID登録 10.18999/bulfep.33.77
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ PISSN
収録物識別子 03874796
書誌情報 名古屋大學教育學部紀要. 教育心理学科

巻 33, p. 77-131, 発行日 1986
フォーマット
application/pdf
著者版フラグ
値 publisher
URI
識別子 http://hdl.handle.net/2237/3717
識別子タイプ HDL
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