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An Experimental Study of the Teaching Model from the Perspective of Pedagogical Factors

教学因素视角下教学模式的实验研究

基本信息

批准号：
01450043
负责人：
HIBI Yutaka
金额：
$ 1.86万
依托单位：
School of Education, Nagoya University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (B)
财政年份：
1989
资助国家：
日本
起止时间：
1989 至 1990
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-01450043/
关键词：
classroom work analysis pedagogical factors teaching models medium factors structures of teaching イメ-ジ J.S.ブルナ-

项目摘要

The aim of this study is to identify the pedagogical factors in the classroom communication process, to relate them to each other in reference on the relationship of concepts of teaching theories, and finally to construct the teaching model from the perspective of the pedagogical factors. We found following results in the teaching model construction.1. We constructed theoretical structures of several pedagogical factors related to the factor of the confidence. We think that many structures in more cases should be compiled to make teaching models.2. A medium factor which combine two factors plays an important role in constructing structures of pedagogical factors. The factor of foresight of children, that is, a sense of being able to do was set as a medium factor.3. We classified pedagogical factors in three levels : levels of the facts or events : levels of the cognitive activities : levels of unobsevationable factors. We need to reclassify levels of pedagogical factors because one factor comes to relate to many other factors as the communication goes.4. We will combine the structure of factors related to the individual learning process and the structure drawn from teaching scenes in which each pedagogical factor connects. We think that more deep and wide structures of pedagogical factors could be constructed by the combination of two structures.

本研究的目的是识别课堂交际过程中的教学因素，并参照教学论中的概念关系将它们联系起来，最后从教学因素的角度构建教学模式。在教学模式的构建中，我们发现了以下几点结果.我们构建了与自信心因素相关的几个教学因素的理论结构。我们认为，应编制更多情况下的多种结构来制作教学模型.中介因素是两个因素的联合收割机，在建构教学因素结构中起着重要作用。幼儿的预见性因素，即"能做“的感觉被设置为中等因素.我们将教学因素分为三个层次：事实或事件层次、认知活动层次和不可观察因素层次。我们需要对教学因素的层次进行重新分类，因为随着交流的进行，一个因素与许多其他因素有关。我们将联合收割机结合与个人学习过程相关的因素的结构和从每个教学因素连接的教学场景中得出的结构。我们认为，通过两种结构的结合，可以构建更深更广的教学因素结构。