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Japan's Mathematics and Science Education Cooperation: Assessment of Classroom-level Impact

日本数学和科学教育合作：课堂影响评估

基本信息

批准号：
15252013
负责人：
NAGAO Masafumi
金额：
$ 11.81万
依托单位：
HIROSHIMA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (A)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

项目摘要

Since the mid-1990s Japan's technical cooperation for mathematics and science education in developing countries has increased significantly. The projects carried out in such cooperation invariably have as their aim the improvement of classroom instruction and the consequent betterment of learners' understanding in mathematics and science. The present research has attempted to evaluate this cooperation from the point of view of classroom-level impact through case studies conducted in 5 developing countries - Philippines, Indonesia, Kenya, South Africa and Ghana. The research was conducted over a 3-year period by an international team consisting of researchers from universities in Japan and the countries studied. It proceeded from preliminary research in Year 1 to field research in Year 2 and synthesis research in Year 3. The principal method employed was a qualitative one. The research has found that the cooperation projects focused on retraining of teachers, introducing new training schemes, such as lesson study and group reflection, and innovative teaching methods, such as practical work approach, group work, lesson study and improvised learning and teaching materials. The projects carried out helped establish a sustainable in-service teacher training, system and had some measure of success in changing positively the attitudes and behavior of mathematics and science teachers in many of the countries studied. The research, however, could not ascertain the impact the projects had on the learners' understanding.

自20世纪90年代中期以来，日本在发展中国家数学和科学教育方面的技术合作显著增加。在这种合作中开展的项目总是以改善课堂教学为目标，从而提高学习者对数学和科学的理解。本研究试图通过在菲律宾、印度尼西亚、肯尼亚、南非和加纳等5个发展中国家进行的个案研究，从课堂影响的角度来评价这种合作。这项研究是由一个由来自日本和被研究国家的大学研究人员组成的国际团队进行的，历时三年。从第一年的初步研究到第二年的实地研究，再到第三年的综合研究。所采用的主要方法是定性方法。研究发现，合作项目注重对教师的再培训，引入课程研究、小组反思等新的培训方案，创新实践工作方法、小组工作、课程研究、即兴学习和教材等教学方法。所执行的项目帮助建立了可持续的在职教师培训制度，并在积极改变所研究的许多国家数学和科学教师的态度和行为方面取得了一定程度的成功。然而，该研究无法确定项目对学习者理解的影响。