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思考力の教育についての一考察 : 文部省「学力調査」を手がかりに
https://kougei.repo.nii.ac.jp/records/744
https://kougei.repo.nii.ac.jp/records/744fc269605-ef55-479d-8196-acc74885ebfe
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00002449534.pdf (1.3 MB)
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| Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-04-21 | |||||
| タイトル | ||||||
| タイトル | 思考力の教育についての一考察 : 文部省「学力調査」を手がかりに | |||||
| タイトル | ||||||
| タイトル | A Study on the Education of Thinking Faculty : by means of analysis of the "Achievement Test" by Ministry of Education | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 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 | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN1034237X | |||||
| 論文名よみ | ||||||
| タイトル | シコウリョク ノ キョウイク ニ ツイテノ イチコウサツ モンブショウ ガクリョクチョウサ オ テガカリニ | |||||
| 著者 |
竹田, 清夫
× 竹田, 清夫× TAKEDA, Kiyowo |
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| 著者所属(日) | ||||||
| 東京工芸大学工学部 | ||||||
| 記事種別(日) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 論文 | |||||
| 記事種別(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Article | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | To develop the students' thinking faculty is one of the focuses in education of our country. But to develop this faculty, there are a number of things to be examined beforehand. For instance, items of the "Achievement Test" have been classified into 4 classes, that is, items to assess (1) "interest/ volition/attitude", (2) "thinking/Judgment", (3) "skill/expressron", (4) "knowledge/understanding", but the classification is not necessarily agreeable for me. It would be due to the ambiguity of classification standard. And this means that the contents and methods of education of thinking faculty is not definite yet. So in this paper, I tried to examine them. It is believed that to develop the thinking faculty is one thing, and to impart knowledge is another, or that they are opposed to each other. Naturally, interpretation, understanding and judgment are parts of thinking faculty and are also operations to grasp and select the meanings of problematic situations. But to grasp and select the meanings are not mental functions. I think that they are rather physical behavior to observe and to analyze the situation, and to compare the situation he is facing, with the one he faced in the past and he acquired experience of it. And the comparison occurs automatically. In addition, creation, which is another part of the thinking faculty, is not a mental function either. To create something is done by transforming the past experiences. Thus, the thinking faculty is composed of the experiences (which are knowledges and techniques/skills) on one side, and of the techniques to observe and analyze the situation and transform the experiences on another. Consequently, to develop the thinking faculty, we have to impart lots of knowledge and technique/skill on one side and to foster thinking techniques on the other. | |||||
| 書誌情報 |
東京工芸大学工学部紀要. 人文・社会編 en : The Academic Reports, the Faculty of Engineering, Tokyo Polytechnic University 巻 21, 号 2, p. 1-17, 発行日 1998 |
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| 表示順 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 3 | |||||
| アクセション番号 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | KJ00002449534 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 03876055 | |||||
