著者

水野 智美

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.26, pp.165-172, 2015 (Released:2016-07-20)

参考文献数

14

著者

相澤 一美

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.22, pp.23-30, 2011 (Released:2017-06-30)

参考文献数

13

---

This study is addressed to investigate the relationship between text coverage and reading comprehension by the EFL readers. Three reading texts with different text coverages by using non-words were given to three groups of students. They were told to guess the non-words and to answer the reading comprehension questions. The results showed that there was no particular relationship found between text coverage and reading comprehension scores. It was also found that the probability of success in guessing unknown words was not dependent on the text coverage. These results probably suggest that even though vocabulary plays an important role in reading a text, other factors probably exit in reading comprehension and guessing unknown words.

著者

坂井 希美子

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.28, pp.159-166, 2017 (Released:2020-03-06)

参考文献数

22

著者

小林 廉

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.24, pp.51-60, 2013 (Released:2020-03-20)

参考文献数

14

---

The purpose of this paper is to design a unit “Sequence” for realizing “Mathematization”. For attaining the purpose, this paper draws out viewpoints for realizing “Mathematization” from realizing “emergent modeling” theory. The conclusions of this paper are as follows.1) We were able to draw out three viewpoints of instructional design; realizing “mathematical reality”, “model”, and the reflex relationship between the two. We were able to design a unit “Sequence” for realizing “Mathematization” by using those viewpoints. 2) The unit “Sequence” designed in this paper suggests improvements on traditional methods of instruction on this unit. We have to intend for students to reinvent a method of inquiring “Change” using a recursion form.

著者

佐藤 綾 栗原 淳一

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.27, pp.143-150, 2016 (Released:2016-09-30)

参考文献数

22

被引用文献数

1

著者

榎本 哲士

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.26, pp.49-56, 2015 (Released:2016-07-20)

参考文献数

19

---

The aim of this study is to clarify characteristics of a functional view into the liner equation with two unknowns in textbook. For the aim of this study, we theoretically analyzed an activity that students must transform the view of the liner equation in textbook; from “equality” to a “functional relationship”. As a result, this paper identified two way of functional view into the liner equation. And a new hypothesis was caused from the result of analysis in this paper.

著者

阿部 綾梨

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.30, pp.45-52, 2018 (Released:2021-05-01)

参考文献数

7

著者

麻生 久美子

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.27, pp.125-132, 2016

著者

飯村 諭吉

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.29, pp.103-112, 2018

著者

村松 遼太

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.27, pp.179-186, 2016 (Released:2016-09-30)

参考文献数

8

著者

相澤 一美 原田 依子

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.26, pp.33-40, 2015 (Released:2016-07-20)

参考文献数

9

---

The purpose of this study is (1) to analyze the way of introducing modals and quasimodals in grammar-based reference books published in Japan, and (2) to investigate how accurately university students can use them in different contexts. The modals (must, can, will) and their counterpart quasi-modals (have to, be able to, be going to) were focused upon in this study. The results showed that reference books tend to overgeneralize the different usage of modals and quasi-modals. This finding may help to explain why learners cannot distinguish them precisely. There appears to be a trade-off between retention of (quasi-)modals and understanding them accurately and precisely.

著者

鈴木 宏昭

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.26, pp.41-48, 2015 (Released:2016-07-20)

参考文献数

19

---

The purpose of this paper is to find out the characteristics of social approach to teaching in science education from the viewpoint of teaching “Nature of Science”. In this study, the subject for study was SATIS16-19 in England, including textbooks, teacher's guides, in an analysis. As the result of the analysis, the following three points were found out; 1) The contents of “What is Science” centered on the function of scientific knowledge. 2) The contents of “What is technology” centered on the definition of technology and the sociocultural background of technology. 3) The instructional materials consisted of four elements. For elements were “Activity”,“Discussion”,“Further study”,“Summary”.

著者

蒔苗 直道

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.23, pp.43-50, 2012 (Released:2020-03-20)

参考文献数

10

---

In 1941, the 5th national elementary arithmetic textbook ‘Kazu-no-Hon [Book of Numbers]’ was published. I make comparison between the textbook and the previous textbook, the 4th elementary arithmetic textbook ‘Jinjo Syogaku Sanjutsu [Ordinary Elementary Arithmetic]’. Through the comparison, I revaluate the teaching materials for geometry in ‘Kazu-no-Hon’. Between those textbooks, I can see significant difference. In ‘Kazu-no-Hon’, there are the materials that students can observe the changing shapes and those relationships through moving actual objects. They are characteristic materials found only in ‘Kazu-no-Hon’. And they reflect the intention to develop children’s figural concepts before starting to learn geometrical definitions, properties and construction of figures.

著者

那 楽

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.26, pp.181-190, 2015 (Released:2016-07-20)

参考文献数

11

著者

小野沢 美明子

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.24, pp.73-84, 2013 (Released:2020-03-20)

参考文献数

29

---

Currently the pursuit of children’s autonomous involvement and teacher’s initiative in the selection, decision, manner of utilization, and contents of educational materials are tend to be considered conflicting. However, questioning it from a view point of "autonomy" which can be interpreted from "Legitimate Peripheral Participation" theory by Jean Lave & Etienne Wenger, it is contemplated that they are not at all conflicting but children’s autonomous involvement in educational materials is better guaranteed by teachers properly exercising their initiative. Educational materials in this context are not entrenched, but are considered to be re- constructed and updated continuously. In this paper, I will discuss that educational materials are reconstructed and metamorphosed in a dynamic context in which teachers and children recognize their responsibilities in practice and autonomously participate in activities cooperating with each other.

著者

細矢 智寛

出版者

日本教材学会

雑誌

教材学研究 (ISSN:0915857X)

巻号頁・発行日

vol.27, pp.27-36, 2016 (Released:2016-09-30)

参考文献数

30

---

The purpose of this study is to clarify the content and the structure of self-regulated learning material. Two methods were set in order to achieve the purpose. First, the areas for self-regulated learning were clarified.Second, the way the areas for self-regulated learning were reflected on the materials was studied. As a result, this paper identified the following characteristics of the materials: The knowledge and application were learned by aspiring the mastery models of specific area. To develop the material, the areas for self-regulated learning were clarified and the materials were designed toward the mastery model of reflected areas.