The program development for forming children's communication abilities in social studies
| Project/Area Number |
10680267
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
教科教育
|
|---|
| Research Institution | Osaka Kyoiku University |
|---|
Principal Investigator |
KINOSHITA Yuriko Osaka Kyoiku University, faculty of education, professor, 教育学部, 教授 (10169914)
|
|---|
| Project Period (FY) |
1998 – 1999
|
| Project Status |
Completed (Fiscal Year 1999)
|
| Budget Amount *help |
¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 1999: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1998: ¥500,000 (Direct Cost: ¥500,000)
|
|---|
| Keywords | communication / communication abilities / cooperative learning / group learning / cooperation / social studies |
|---|
| Research Abstract |
This study has lasted for two years, from the fiscal 1998 to the fiscal 1999. Considering the preliminary survey in the fiscal 1998, the study in the fiscal 1999 focused on the program development of group learning for forming communication abilities. We describe the following three points preponderantly as the results of this study.
(1)In light of the development tendencies which children have nowadays, we proved theoretically that group learning as an organizational form of cooperative learning has a critical significance for children's development, especially for forming human relations and communication abilities. We also proved that communication and cooperation which crosses national borders are put stress on internationally. We indicated clearly that international cooperative learning is organized.
(2)However, group learning in classes is hardly organized, and the direction of it is insufficient in Japan. Therefore the potential for children's development is not utilized sufficiently which cooperative learning has. We proved the following based on the surveys of the fiscal 1998 and the fiscal 1999. The cause is that the dialectic of individuality and sociality is not considered ; the development of individuality is connected with organizing individual learning simply ; the results of learning are attached importance to as always and the educational power which teaching-learning processes have is neglected.
(3)We developed the interaction model centered themes. It promotes communication, being founded on group learning as a program which contributes to forming human relations and the consciousness of responsibility. Children can realize that their individualities are attached importance to through communication in it. We experimented on our students, and proved the effectiveness of the program by observations and students' impressions.
|
Report
(3 results)
Research Products
(3 results)
