構成要素型テストCOMPASSに見る数学的基礎学力の実態 : 「基礎基本は良好,活用に課題」は本当か  [in Japanese] Using COMPASS (Componential Assessment) to Reveal Japanese Students' Actual Competence in the Fundamentals of Mathematics : Is it True that "Students are Generally Fine with the Fundamentals, and that the Problems Exist Only in Applications"?  [in Japanese]

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Abstract

全国学力調査の結果などを受け,教育現場では日本の子どもの学力について,「基礎基本はおおむね良好,活用に課題」と論じられることが多い.しかし,認知心理学を生かした教育実践では,基礎基本が必ずしも十分ではない可能性が指摘されている.そこで本研究では,これらの実践的な知見や認知心理学を参考に開発された,構成要素型テストCOMPASS(市川ら2009)を中学2年生682名に実施し,もし一般的な社会の認識とは異なり,基礎基本が十分なのではないとするならば,特にどのような学力要素が不十分であるのかという実態について検討した.また,調査対象となった生徒の数学担当教師15名に,中学2年生にとって「十分満足」「やや不十分」「極めて不十分」と考えられる基準を評定するよう求めた.教師が評定した基準と,COMPASSの実施結果を比較した結果,数学的概念の不十分さ,基本的な文章題において演算を迅速に決定する力の弱さ,問題解決方略を自発的に利用する力の不十分さなどに課題があることが明らかとなった.これらの結果は,日本の子どもの学力に対する従来の捉え方に再考を促すものである.

It is widely said that "Japanese students are generally fine with the fundamentals, and that the problems exist only in applications" based on the results of assessments such as the national achievement exams. However, educational practices utilizing psychological perspectives have suggested that fundamentals acquisition among Japanese students is not sufficient. Thus, in this study, COMPASS (Ichikawa, 2009), an assessment tool developed based on findings from educational practices and psychological research, was administered to 682 8th-grade students to examine whether they had sufficiently acquired those fundamentals as well as to identify any gaps that might exist. Fifteen math teachers who were teaching the participants were also administered a questionnaire to gauge their views about what might constitute sufficient criteria for 8th-grade students. Results from analyses of the students' and teachers' responses indicate insufficiencies in students' understanding of mathematical concepts, inefficiencies in making decisions about mathematical operations, and low spontaneity in using appropriate strategies. These results suggest a need to reconsider traditional perceptions about Japanese students' mathematical competencies.

Journal

  • Japan Journal of Educational Technology

    Japan Journal of Educational Technology 37(4), 397-417, 2014

    Japan Society for Educational Technology

Codes

  • NII Article ID (NAID)
    110009807019
  • NII NACSIS-CAT ID (NCID)
    AA11964147
  • Text Lang
    JPN
  • ISSN
    1349-8290
  • NDL Article ID
    025358568
  • NDL Call No.
    Z7-904
  • Data Source
    NDL  NII-ELS  J-STAGE 
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