A Study of Effects of Spiral Teaching in Math : Focusing on Fixing of Students' Bases and Fundamentals of Math in Junior High School.

本研究の目的は，数学の授業において，反復（スパイラル）による学び直しの機会を学習活動に設定し，基礎的・基本的な知識・技能の確実な定着と学習意欲を高めることができたかどうかを，指導方法とともに研究することである。我が国の児童生徒については，「知識・技能を活用する問題」と「学習意欲」に課題が見られる。そこで，新たな内容を指導する際には，既に指導した関連する内容を意図的に再度取り上げ，学び直しの機会を設定するようにした。また，定期的に授業の開始にドリル学習を行い，評価テストを実施した。この結果，対象生徒に対する評価テストの平均点が上がった。さらに，繰り返し学習をすることで，「中学3年の授業をする上で，役に立った。」と「基礎・基本の力が身についた。」のアンケートに，85%以上の生徒が肯定的に答えた。スパイラルで指導することで基礎・基本の定着を図ることができた。The purpose of this study examines effects of repetition (spiral) as a teaching method to make students re-learn math in learning activities on students' fixings of basic and fundamental knowledge and skills and their motivation. Spiral employed as a teaching method in this study means to make students offer opportunities to re-learn math already learnt in math learning activities for students' fixings of basic knowledge of math. In Japan, we have problems about uses of students' skills or abilities for target problems and their motivations to learn. Thus, this study set an opportunity for re-learning by dealing with units/contents already taught to them in the introduction of new content in math teaching. Additionally, exercises in math in the beginning of class and assessment tests were implemented regularly. Findings reveal that 85% of students are more likely to feel positive effects of spiral teaching in 9th grade math lessons and acquisition of basic math skills through this teaching. Therefore, this study suggests that the use of spiral as a math teaching method makes students fix their basic and fundamental skills of math