A STUDY ON EVALUATION AND IMPROVEMENT OF CURRICULUM OF PERIOD FOR INTEGRATED STUDY

综合学习期课程评价与改进研究

• 批准号: 14380115
• 负责人: KUDO Bunzo
• 金额: $ 2.56万
• 依托单位: NATIONAL INSTITUTE FOR EDUCATIONAL POLICY RESEARCH OF JAPAN
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 2002
• 资助国家: 日本
• 起止时间: 2002 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-14380115/
• 关键词: PERIOD FOR INTEGRATED STUDY; CURRICULUM EVALUATION; CURRICULUM IMPROVEMENT; 評価; 評価の観点; 通信簿

Through this research, the results which we clarified are as follows. The element of the evaluation of the curriculum of "Period for the integrated study are" as follows. (1) The evaluation of the learning of the children and student. (2) The evaluation of learning plan of each school year and earch learning unit. (3) The evaluation of whole plan and basic concept of "Period for the integrate d study".Viewpoints in evaluating of these elements are as follows. (1) The evaluation of the degree of a realization of the goal. (2) The evaluation of guidance method and guidance system. (3) The evaluation of the learning form. (4) Role and function in the school curriculum.It is necessary to combine next method, when the curriculum is evaluated. (1) The degree of a realization of the goal. (2) The self-estimation of the lessons by teacher he. (3) The questionnaire for children, student and father and mother.Besides the above we investigated the operational situation of "Period for the integrated study" in upper secondary school. Outlines of the result are as follows. In the problem which each school carries out, there are most many "way of life of the self".On the form of the learning activity, there are many "investigation and research" "presentation and discussion". On the staffs of the class, there are many class teacher of HR, and the teacher often shares it in the every problem. About problem setting, there are the many schools in which student learn in which the teacher commonly set. There were many report, self-estimation, observation in the many evaluation methods,

通过这项研究，我们阐明的结果如下。对“综合研究期间的期间的评估”的元素如下。 （1）评估儿童和学生的学习。 （2）每个学年和耳胸学习单元的学习计划的评估。 （3）评估整个计划和“集成研究期间”的基本概念。评估这些元素的视点如下。 （1）评估目标的实现程度。 （2）指导方法和指导系统的评估。 （3）学习形式的评估。 （4）在评估课程时，必须在学校课程中的角色和功能。 （1）实现目标的程度。 （2）老师他对教训的自我估计。 （3）针对儿童，学生和父母的问卷调查表。上面我们调查了高中中学“综合研究期间”的运营情况。结果的概述如下。在每个学校实现的问题中，大多数“自我生活方式”。在学习活动的形式下，有许多“调查和研究”“演示与讨论”。在班上的工作人员中，人力资源有很多班级老师，老师经常在每个问题中分享它。关于问题设置，有许多学校在其中学习教师通常设定的。许多评估方法中有许多报告，自我估计，观察结果，