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学習につまずきのある児童への認知スタイルに応じた学習指導の効果 : 学習支援教室から得られた知見と展望
http://hdl.handle.net/2298/29224
http://hdl.handle.net/2298/29224d37bf9df-9224-4ac0-99ee-b050242fd722
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKK062_159-168.pdf (2.0 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2014-01-29 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 学習につまずきのある児童への認知スタイルに応じた学習指導の効果 : 学習支援教室から得られた知見と展望 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | ガクシュウ ニ ツマズキ ノ アル ジドウ エノ ニンチ スタイル ニ オウジタ ガクシュウ シドウ ノ コウカ : ガクシュウ シエン キョウシツ カラ エラレタ チケン ト テンボウ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | Effects of Instruction According to the Cognitive Style of Students with Learning Difficulties : Findings and a Future Vision from a Learning Support Classroom. | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | students with learning difficulties, cognitive style, instruction, working memory | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 著者 |
干川, 隆
× 干川, 隆
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| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | This article was designed to introduce the findings obtained from the instruction provided in the Learning Support Classroom of Kumamoto University since it started in 2005 with the intention of suggesting direction of future research. In the learning support classroom, students' cognitive style were measured through the use of various assessment methods after which, students received instruction on the basis of the identified cognitive style. Results show that the use of cognitive style based instruction per subject particularly in the area of learning Kanji was proven effective. In addition, the instruction according to cognitive style conducted both in the individualized instruction and regular class group instruction was found effective based on the findings from questionnaire and Working Memory Test Battery. In conclusion, the cognitive style based instruction will likely to spread out more in regular classes if teachers are able to identify the students' cognitive style within a short period of time by selecting a question item and a test item in a more prudent manner. | |||||||||||
| 書誌情報 |
ja : 熊本大学教育学部紀要 巻 62, p. 159-168, 発行年 2013-12-12 |
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| ISSN | ||||||||||||
| 収録物識別子 | 2188-1871 | |||||||||||
| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12653153 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 日本十進分類法 | ||||||||||||
| 主題Scheme | NDC | |||||||||||
| 主題 | 378 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学 | |||||||||||
| 言語 | ja | |||||||||||
