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

本研究探讨如何运用从课程设计线索及先前的教学实践中所获得的知识与资讯，以发展出一套支援教师与实习教师课程设计的资讯系统。研究结果表明：（1）对于课程设计的线索，我们提取了以下因素，并对教师的课程设计思维过程进行了分析和考察：（1）对于课程设计的线索，我们提取了以下因素：（1）教科书的教师手册（2）课程结构（3）反应和答案（4）教师的影响（5）黑板上的书写（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）先前实践的教学计划（12）学习活动（13）很明显，一个经验丰富的教师可以很好地利用几乎所有的因素，使他/她学会设计好的课程，而一个新的教师 关于我们 呃，实习老师缺乏这样的活动。2）我们证明，老师们互相分享识别过程是有效的，通过这个过程，学生在设计课程时可以理解教材。课程设计是由三个类组成的活动，即，信息的收集、教材的体现、教学过程的构建与考核。教师按照以下顺序对教材进行具体化：a）教材研究→ B）学习活动→ c）教师影响→ d）反应和回答，并对教师影响和教学过程的构成提出假设。此时，与a）、c）、课程过程结构相联系，需要一定的信息支持，以共享学生理解教材的认知过程。3）在课程设计中，教师通过分析和提取以往教学实践的教学策略和教学意图的结构，通过充分利用以往的实践经验，重新设计自己的课程。我们需要提高先前教学实践信息的数量和质量，以便从中提取教学设计的线索，提取教师在教学过程中内化的知识，并将知识的提取过程形式化。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