課題対話型目標分析法による認知的な教育目標の抽出 : 中学校数学科の文字式の論証課題に対する適用の試み

抄録

This paper proposes a new methodology for developing subject matters in order to improve everyday teaching. Firstly, the task analysis method in cognitive research is summarized, and a new method for eliciting teaching objectives method is conceptualized. This methodology, which is based on "cognitive retrospection" of the task solution process by elicitor, was named "teaching/learning objective analysis through dialogue by task method". Secondly, "analysis through dialogue by task method" was applied to the 267 introductory algebra proof tasks that constitute second grader's learning contents in junior high school, and elicited four context dependent "pragmatic meanings of algebraic letters". Thirdly, the effect of the pragmatic meaning of algebraic letters presented to the pupils was investigated. The subjects were 183 junior high school second grade pupils who already had done algebraic proof tasks. Result: the high achievement group showed an effective response by presented pragmatic meaning, whereas middle and low achievement groups showed no effect. It was necessary to promote the understanding of the problem solving process for a higher-order understanding, and the necessity for examining teaching material analysis in addition to objective elicitation is shown.