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このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/10911/4617

タイトル: 小学校算数科の図形領域におけるICT活用の効果 ―子どもの言葉で授業を創ることを可能にする,自由度の高いICT教材の開発―
その他のタイトル: An effective use of ICT for learning figures in elementary math: Developing an ICT material that is flexible and enables teachers to create lessons grounded on children’s verbal expressions
著者: 鈴木, 詞雄
発行日: 31-Mar-2016
出版者: 創価大学教育学部・教職大学院
抄録: The researchers aim to help children not only acquire a solid understanding of basic mathematics, but also experience the joy of understanding and the enjoyment of solving mathematical questions, through problem-solving learning where children find problems by themselves, followed by solving them in a collaborative way for creating better solutions. To achieve those goals, math lessons need to be constructed by children’s verbal expressions and teachers always value children’s awareness and ideas. Shimizu (2011),for instance, advocated“ a repetition method with semantic labeling” (hereafter referred to as the Shimizu method), one of the methods developed by Shimizu. The researchers assumed that the development and implementation of an ICT material based on the Shimizu method may assist children deepening their understanding of figures in elementary math by accelerating discussion activities, an ICT material that is flexible in a way that figures on an electronic whiteboard screen can be mobile according to children’s verbal expressions. The researchers attempted to verify the efficacy of the ICT material in two lessons in a 3rd grade math class in which the concept of triangles was taught. The verification produced the following results. ・ When children classify figures, they tend to make use of thought experiments, considering which triangles can be categorized into the same group. An electronic whiteboard reproduced the contents of children’s thought experiments, frequently providing them with feedbacks, which made the lesson one that valued children’s thought processes. ・ The ICT material enabled figures on an electronic whiteboard screen to be expanded, revolved, or arranged in two rows, which encouraged children’s close observation. As a result, children deepened their understanding of triangles through 1)“ listening” other children’s verbal expressions promoted by the Shimizu method, 2)“ watching” the electronic whiteboard showing the ICT material, and 3)“ thinking,” i.e. consideration, as well as connecting these three. ・ Using the ICT material helped teachers present and move figures instantaneously on an electronic whiteboard screen and created more time for them to take a look at children’s faces, which made the lesson one where teachers can be more with children’s hearts. In addition, the pace of their lessons became faster than before, which produced more time for discussion.
URI: http://hdl.handle.net/10911/4617
ISSN: 03855031


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