OOTA Nobuo University of Tsukuba (Dep.Psychology,Asst.Prof.), 心理学系, 助教授 (80032168)
NOODA Nobuhiko University of Tsukuba (Dep.Education,Asst.Prof.), 教育学系, 助教授 (80020121)
KOBAYASHI Manabu University of Tsukuba (Dep.School Education,Prof.), 学校教育部, 教授 (30114078)
SHINOHARA Fumihiko Tokyou University of Education (Dep.Education,Asst.Prof.), 教育学部, 助教授 (00113035)
KIMURA Suteo Naruto University of Education (Dep.School Education,Prof.), 学校教育学部, 教授 (90000059)
渡辺 光雄 筑波大学, 教育学系(教育方法学), 助教授 (90015850)
吉江 森男 筑波大学, 教育学系(教育工学), 助手 (30133044)
|Budget Amount *help
¥10,000,000 (Direct Cost: ¥10,000,000)
Fiscal Year 1988: ¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 1987: ¥4,000,000 (Direct Cost: ¥4,000,000)
Fiscal Year 1986: ¥4,000,000 (Direct Cost: ¥4,000,000)
1. Dvelopment of new CAI Executer with Dynamic Learning Scenario Generator. This new developed CAI executer system as the main purposes of our project has the sopfisticated intellingnt tutoring capability to generate flexibily variety of learning scenarios by accessing CAI text database, which tailors to not only student's performances, traits, and types of understanding, but also teacher's preference for designing his unique teaching plans on topics by taking into consideration about school and class differences or student's specific traits. Also, with utilization of this function and schema-slot attibute of CAI ciursewares, teachers can easily reconstruct their hand-made coursewares in CAI execution phaze by modifying simply courseware preset-parameters.
2. CAI Courseware Structure, Expression Apecification and Instructional Strategies. For dynamic scenario generation by student's learning individualities, we have designed and construted major 3 levels(total 7 levels) of hierarchial s
tructure expressed as schema-slot formats on CAI text databases, and discourse managements to execute 3 types of instructional strategies in corespond to to each level. The top node is described by course attribute. (1) First stages construdted by major contents and learning activities(discovery-tutorial-drill quiz, and remidial-excursion-standard-high performance subcourses) to execute the petagogic strategy. (2) Second stages, sub-contents and educational objectives(skill expression) to manage learning-style strategy(concrete-generalized-constructive). (3) Third stages, text and subtext to do adaptive individualized tactics for student's knowledge types with text attributes(high-middle-low performance level, text types of negative-positive exampes, rule-example, so on).
3. CAI Curriculum Developments of Mathematics and Science Education Courses. In accordance with the expression specifications of the scenario-generation courseware, CAI mathemtics(negative number, linear equation, function, logics, geometry), science education (weather, electrics, chemical equation) and informatics courses have been developed and utilized to total about 2,000 students in regular courses of Hitotsubashi Junior-High School. Less