The Development of Supporting Systems Based on the Comparative Analysis between the Lesson-Design Processes by Teachers and the Ones by Student Teacher

我们调查了从课程设计线索和前期实践中获得的知识和信息的使用情况，以开发支持教师和实习教师课程设计的信息系统。结果，我们得到了以下关于课程设计线索的知识和对开发支持系统的建议：1)关于课程设计线索，我们提取了以下因素：分析和考察教师的课程设计思维过程：(1)教师的教材手册(2)课程结构(3)回答和回答(4)教师的影响(5)在黑板上写(6)导师和同事的教学(7)准备(8)善用具体例子(9)教材研究(10)教科书(11)先前练习的教案(12)学习活动(13)模拟显然，一个经验丰富的教师可以很好地利用几乎所有的因素，以便他/她学会设计好课程，而一位新的教师…更多的学生和实习教师在这样的活动中是缺乏的。2)我们证明了教师在设计课程时分享学生对教材的认识过程是有效的。课程设计是由信息的收集、教材的体现、课程过程的组织与检验三节课组成的活动。教师按照以下顺序体现教材：a)教材研究→b)学习活动→c)教师的影响→d)回应和回答，并对其影响和课程过程的构成提出假设。此时，针对a)、c)和课程过程的结构，他们需要一定的信息支持，以分享学生理解教材的认知过程。3)在课程设计中，教师分析和提取从先前练习的课程记录中获得的教学策略和内涵的结构，并利用从之前的练习中获得的知识来重新设计课程是有效的。我们需要增加以往实践的信息量和质量，以便从中提取课程设计的线索，并提取教师在授课过程中内化的知识，并形式化地提取这些知识的过程。较少

We investigated the use of knowledge and information gotten from the clues of lesson-design and preceding practices in order to develop the information system for supporting teachers and student teachers in lesson-designing. As a result, we were able to get the following knowledge about the clues of lesson-design and suggestion for development of supporting system :1)As for the clues of lesson-design, we extracted the following factors, analyzing and examining the teachers' thinking process of lesson-design :(1)teacher's manuals for textbooks(2)lesson structures(3)responses and answers(4)teacher's influence(5)writing on the blackboard(6)adviser's and colleague's teaching(7)readiness(8)good use of specific examples(9)studies of teaching materials(10)textbooks(11)teaching plans of preceding practices(12)learning activities(13)simulationIt became clear that a teacher of large experience can make good use of almost all factors so that he/she learns to design good lessons, while a new teach … More er and a student teacher are short in such activities.2)We proved it effective that teachers share with each other the recognition process through which students understand the teaching materials when they design their lessons. The lesson-design is the activity that consists of three classes, i.e., the gathering of information, the embodiment of teaching materials, and the structure and examination of lesson-process. The teachers embody the teaching materials with the following order : a)studies of teaching materials → b)learning activities → c)teachers' influence → d)responses and answers, and make hypotheses about composing their influence and lesson-process. At this time, in connection with a), c), and the structure of lesson process, they need some information support in order to share with each other the recognition process through which students understand the teaching materials.3)In lesson-designing, it is effective that the teachers analyze and extract the structures of teaching strategies and intensions gotten from lesson-records of the preceding practices, and that they redesign their lessons by means of making good use of knowledge gotten from the preceding practices. We should need the increase of quantity and quality of information about the preceding practices so that we can extract the clues of lesson-design from them, and we can also extract the teachers' internalized knowledge in the process of lessons and formalize the procedures of how to extract that knowledge. Less