A Developmental Study on Teaching and Evaluation of the SEIKATSYU-KA(the Environmental Study)

1.本研究旨在通过一系列的调查和研究活动，通过使用Seikatsu-ka的主题，在教学计划的制定，教学，考试中获得的信息，以改善课堂教学，通过整合教学与评价的方式，获得关于什么是评价的新知识.这项研究是在1992-93年与六所小学合作进行的。本研究以六所学校中的一所二年级“让小动物们继续生活”课程为研究对象，以18学时为一单元，以R. E. Stake的“表情模式”为研究框架，结合教师访谈，对五个学期的课堂教学过程进行了记录与分析。研究结果汇编成一份147页的报告。主要研究结果如下：（1）在小学数学课堂教学中，把学生的活动和经验组织成问题解决型的教学是一个重点。(2)通过教师对教学情景与实际教学之间的差距的审视，教师可以从学生的兴趣、意志、态度和思维、表达、意识的拓宽和深化的角度来寻求课堂教学的改进。(3)“表情模式”在学生评价中具有一定的实用价值，其目的是实现教评一体化，特别是它能引导教师反思自己，为教师改进教学风格提供机会。

1. This study is intended to gain a new knowledge on the theme of what evaluation should be by way of integration of teaching with evaluation through a series of survey and research activities, by use of a subject of the SEIKATSU-KA, in building of a teaching plan, teaching, examinations of information gained towards the improvement of class teaching.2. The study was evolved with the collaboration of six elementary schools in 1992-93. Taking an 18-school hour unit of Grade 2 "Lets keep Small Creatures" , class teaching processes were recorded and analyzed for five school periods at one of the six schools by use of R.E.Stake's "Countenance Model" as a methodological frame, together with interviews with the instructor concerned. Outcomes of the study were compiled into a 147-pages report.3. Major findings are as follows :(1) Point of importance in conducting class teaching of the SEIKATSU-KA lie in organizing pupils' activities and experiences into a problem-solving type.(2) Through the instructor's examinations of gaps between a teaching scenario and actual teaching, the improvement of class teaching may be seeked for the instructor's judgment on the point of how pupils' interest, volition, attitudes on one hand and thinking, expression, awareness on the other are widened and deepened.(3) "Countenance Model" is useful for pupil evaluation aiming at integration of teaching with evaluation, especially because it leads the instructor to reflect himself and give the opportunity for improvement of his teraching style.