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

职前培训课程教材分析与教学设计方法的开发

• 批准号: 06680196
• 负责人: MITSUHASHI Koichi
• 金额: $ 1.02万
• 依托单位: HOKKAIDO UNIVERSITY OF EDUCATION,HAKODATE
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1994
• 资助国家: 日本
• 起止时间: 1994 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-06680196/
• 关键词: Analysis of teaching materials; Instructional design; Instructional strategy; Teacher training program in arithmetic; Microteaching; Questioning sequence; 教授方略; 教授学習過程

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

教师教学设计技能的核心是对教材的分析和对课程结构的认识。本研究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训未来教师的方法的发展情况。（1）从课堂交流的角度研究教师的提问策略，选择了一堂示范课，提供了有关教师提问策略及其对学生回答的处理的充分信息。这使得研究者能够揭示教师在教学设计中的思维过程和技能。作为该项目这一步骤的成果，制作了一个视频培训材料。(2)教师提问策略与实习教师提问策略的比较 ...更多信息 g策略的运用是为了显示教师在教学设计中对教材和教学过程（特别是提问序列）的了解。(3)本研究进一步调查了学生对示范课视频中出现的有经验教师的机智提问策略的注意程度。结果表明，在教学设计中，有经验的教师能够利用他们对教学策略和顺序的知识，而实习教师甚至没有意识到需要有这些知识。根据结果，摘要本研究设计并实作了一套数学教师训练课程，包括教材分析、教学设计、微格教学等，强调学生的自学、小组活动、任务导向活动。从学生的思维过程和策略来看，该课程对提高学生对儿童如何理解目标材料的敏感性是有效的。少

项目成果

Mitsuhashi, koichi: "Research on Students" Observation and Cognition of Classroom Activities Bulletin of Educational Information science. No.23. 9-20 (1995)

三桥光一：《学生研究》课堂活动观察与认知教育情报学通报。

三橋功一: "教材研究と授業設計に焦点をあてた初等算数教育法の授業プログラムの開発" 教科教育学研究. 13. 39-61 (1995)

三桥晃一：“以教材研究和课程设计为重点的基础数学教学方法课程计划的开发”，《学科教育研究》，13. 39-61 (1995)。

三橋功一: "学生の授業観と授業認知について" 教育情報科学. 23. 9-20 (1995)

三桥浩一：“学生对班级的看法及其对班级的看法”教育信息学23. 9-20 (1995)。

Mitsuhashi, koichi: "The Development of the Arithmetic Education Program focused on the Instructional Design and the Study of Teaching Materials" Studies in Curriculum research and Development. No.13. 39-61 (1995)

三桥光一：“以教学设计和教材研究为重点的算术教育项目的开发”课程研究与开发研究。

三橋功一: "学生の授業観察と授業認知について" 教育情報科学. 23. 9-20 (1995)

三桥浩一：《论学生的课堂观察与课堂认知》教育情报学23. 9-20 (1995)。