The Development of a Method of the Analysis of Teaching Materials and the Instructional Design at the Studies as Past of Pre-service Training Program

教师教学设计技能的关键在于他/她对教材的分析和课程结构的知识。本项目首先试图揭示教师教学设计的过程和技巧。根据所获得的见解，该项目报告了在教材分析和教学设计方面培养未来教师的方法的发展。我们采取了三个步骤；(1)从课程交流的角度关注教师的提问策略，选择了一个示范课，提供了教师提问策略和他/她对学生反应的处理的充分信息。这使研究人员能够揭示教师在教学设计中的思维过程和技能。作为项目这一步骤的成果，制作了一个视频培训材料。(2)教师提问策略与学生教师提问策略的比较。更多的策略是为了显示教师在教学设计中使用的关于教材和教与学过程（特别是提问序列）的知识。(3)进一步研究了学生对示范课视频中经验丰富的教师提问策略的注意程度。结果表明，在教学设计中，经验丰富的教师能够利用他们在教学策略和顺序方面的知识，而实习教师甚至没有意识到这些知识的必要性。在此基础上，提出了一套以教材分析、教学设计、微格教学为主要内容，强调学生自主学习、小组合作、任务导向的数学教师培训方案，并进行了实地测试。从学生在课程中看到的思维过程和策略来看，该课程在提高学生对目标材料的理解方面是有效的。少

What lies in the crux of the teacher's instructional design skills is his/her analysis of the teaching material and knowledge of lesson structures. This project first attempted to reveal the processes and skills involved in the teacher's instructional designing. Based upon the insights obtained, the project reports on the development of the methods for training prospective teachers in the analysis of teaching materials and instructional designing.Three steps were taken ;(1) Focusing upon the teacher's questioning strategies from a communication standpoint of lessons, a model lesson was chosen which provides ample information on the teacher's questioning strategies and his/her treatment of the student's responses. This enabled the researchers to reveal the teacher's thought processes and skills in instructional designing. As the fruit of this step of the project, a video training material was developed.(2) A comparison of teachers' questioning strategies and student teachers' questionin … More g strategies was conducted to show the teacher's knowledge about teaching materials and teaching-learning processes (particularly questioning sequences) which they utilize in instructional designing.(3) A further study was carried out to investigate how well students can notice the tactful questioning strategies of experienced teachers which appear in the model lesson video.The results showed that in instructional designing, whereas experienced teachers were able to draw upon their knowledge on instructional strategies and sequences, student teachers were not even aware of the need to have such knowledge.Based upon the results, a teacher training program in arithmetic was developed and field-tested which consisted of analyzes of teaching materials, instructional designing, and microteaching, emphasizing students' self-study, group-work, task-oriented activities. From the students' thought processes and strategies witnessed in the program, the program turned out to be effective in sensitizing students to how children understand target materials. Less