FUNDAMENTAL STUDY ON THE METHOD FOR INSTRUCTING EXPOSITORY SKILL UNDER ICT CONDITION.
| Project/Area Number |
17500626
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Educational technology
|
|---|
| Research Institution | Tokyo Gakugei University |
|---|
Principal Investigator |
KISHI Manabu Tokyo Gakugei University, FACULTY OF EDUCATION, PROFESSOR (40143622)
|
|---|
| Project Period (FY) |
2005 – 2007
|
| Project Status |
Completed (Fiscal Year 2007)
|
| Budget Amount *help |
¥2,750,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥150,000)
Fiscal Year 2007: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2006: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2005: ¥1,500,000 (Direct Cost: ¥1,500,000)
|
|---|
| Keywords | EXPOSITORY SKILL / PRESENTATION / COMPOSITION / EXPOSITORY TEXT / ICT / NONCONTINUOUS TEXT / Web教材 / 図の理解 / わかりやすさ / 文章評価 / 評価項目 |
|---|
| Research Abstract |
The purpose of this study is to examine the method of instruction for expository skill with information communication technology (ICT). The study consists of following three parts: (1) a method of instruction for the expository skill and its evaluation, (2) a way of the understanding of non-continuous texts that were frequently used under ICT situations, (3) a method of instruction for the presentation skill and its evaluation.
(1) Studying method for instruction of expository skill and its evaluation, I carried out the composition exercises of expository texts to 40 university students for four months. As a result, the "rewrite" exercise, under setting a reader concretely, was the most effective. In addition, we made 12 inventory items for children which measured knowledge of the meta-recognition. As a result of questionnaire and practical study, we found that an expository skill and knowledge of the meta-recognition were strongly related.
(2) When children judged the understandability about non-continuous texts, the judgment was affected by their learning styles. In addition, from eye movement study, the individual difference of focusing was found when we read non-continuous texts.
(3) Studying for presentation skill, I performed presentation instruction for 4 months both 40 university students and 30 children. And we examined how self-evaluation and another person's evaluation of the skill changed before and after the session. As a result, both students and children were made much of change in terms of "presentation theme" and "clearness of conclusion".
|
Report
(4 results)
Research Products
(28 results)
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
[Presentation] 難読文章の読解支援方法の検討2006
Author(s)
岸 学・中村光伴
Organizer
日本教育心理学会第48回総会発表論文集, 254
Place of Presentation
岡山大学
Year and Date
2006-09-16
Description
「研究成果報告書概要(和文)」より
Related Report
-
-
-
-
-
-
-
-
-
