Research and Development of the Method for Instructional Analysis With Assessment of Instructional Behavior Sequence and Fuzzy set

点击翻译按钮获取中文摘要

1. Creation of structural model for instruction : (1) sub-systems is consisted from the categories drawn by the classification of teaching behavior category, (2) creation of the pattern of a series of teaching behavior selected with the use of the assessment method, (3) development of structural model of the probability-based decision process in fessey set, (4) creation of structured model of instruction with both assessment method and fuzzy set, (5) structured model is applied to define physical behavior, and (6) representation of the relationship between teaching and learning behavior as a model for decision making process. This model is named "Assessment of Instructional Behavior Sequence." In addition to this, interaction between teaching and learning behavior is also considered, so that another structured model, with the special consideration into group and individual learning as well as into cognitive map method, has been also developed which has such ideas as (1) relationship be … More tween a specific teaching behavior and learning one, (2) degree of effectiveness between specific behavours, (3) time duration of the behavior caused by a specific one to the degree of interaction marked by the structure of probability-based decision process.2. Design of lesson plan, shooting of instruction and reproduction of protocol : Designing a lesson plans which include teaching and learning behavior as much as possible with both methods, microteaching and simulation, video-taped material (50 hours for teachers and 120 for teacher students) have been developed and their protocols have also been reproduced. Both of these are utilixed as fundamental resource materials for assessing teaching behavior.3. Research on the assessment of instructional behavior sequence based on video-taped instruction with protocol: In addition to the general classroom situation upstated, as an instruction by expert that by Mr. Kihaku SAITO has been taken into account; his teaching behavior derived from his interfered classroom activities is segmented into two categories, namely episodes (4-6) marked by decision making for teaching behavior and stages (20 or so). A textbook (300 pages approximately) is developed, which includes questions such as presentation of teaching behavior, the purpose and meaning of behavior selected, and assess the behavior within teaching behaviors. Moreover, based on the refined structural model through the trial with teachers and student teachers, a training program for teaching behavior (competency) in the process of teaching has been developed and tried. Less