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Practical studies of the systematic development of an empirical curriculum for the teacher training course under the new teaching licensing law

新教学许可法下教师培训课程体系化开发实践研究

基本信息

批准号：
12480042
负责人：
KOBAYASHI Tatsushi
金额：
$ 3.9万
依托单位：
Joetsu University of Education (2002)University of Miyazaki (2000-2001)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2002
项目状态：
已结题

项目摘要

(1) On the basis of the results of a questionnaire conducted in 2000, it was found that the nationwide friendship projects were classified into five types.(2) From the analysis of students' grams and essays, it was empirically shown that the participatory social education friendship project of Hirosaki University Faculty of Education was a significant teacher training program.(3) The educational effects of the friendship projects were examined using, as cases, the "Shindai YOU Yuh Hiroba" of Shinshu University and the "nationwide friendship activities," and a system was drawn out whereby the basics of child understanding and guiding techniques are acquired, and planning and imagining abilities are developed, and hence shared with other universities.(4) In comparison with the teaching practice and the friendship projects, the following three points were indicated regarding the student "learning" : (1) To develop the attitude and power used for the objective and content of practice not with the top-down approach but on their own. (2) To generate a tacit knowledge that can be revised for an amorphous type. (3) To recognize that practice is carried out together with friends who deal with children.(5) Based on the results of "the questionnaire survey on the empirical curriculum using teaching practice as a main pillar," the nationwide trends and characteristics were sorted out according to the teaching practice curriculum for freshmen up to seniors.

(1)根据2000年进行的问卷调查结果，发现全国性的友谊项目分为五类。(2)通过对学生的作文和论文的分析，实证表明广崎大学教育学部的参与式社会教育友谊项目是一个重要的教师培训项目。(3)以信州大学的“新大有裕弘场”和“全国性的友谊活动”为例，对友谊项目的教育效果进行了考察，并制定了一套体系，通过该体系，获得了儿童理解和引导技巧的基本知识，并培养了规划和想象能力，因此与其他大学共享。(4)通过与教学实践和友谊项目的比较，学生的“学”有以下三点：（1）培养学生对实践目标和实践内容的态度和力量，而不是用自上而下的方法，而是学生自己。(2)生成一种隐性知识，这种隐性知识可以被修改为一种无定形的类型。(3)认识到这种做法是与处理儿童问题的朋友一起进行的。(5)根据“以教学实习为主要支柱的实践课程问卷调查”结果，梳理了全国范围内从大一到大四的教学实习课程的发展趋势和特点。