The Development of Teaching Research Method for Making Use of Preceding Practices to Create and Design a New Education

我们从许多开创性的研究人员在他们的教学实践和研究中取得的良好结果中找到了我们调查的线索，正如谚语所说，“通过探索旧的，一个人能够理解新的。为了利用这些成果创造新的教育实践，我们进行了以下调查：1.分析和回顾了一些有经验的教师在教学实践中使用教育技术手段进行的教学研究的家谱，这些研究始于大正时代的免费教育运动。2.调查和分析了教师和实习教师关于他们的教学设计线索的特征，提取了13个因素。在考虑抽取的因素与教学设计和准备活动脚本的对应关系后，我们对教师的思想和设计功能进行了整理和分类，如“教材的解释和理解”、“教材的呈现”、“教学过程的结构”等。分析和考察了教师教学设计线索的变化，沿着教师的经验和技能。3.为了制定新的实践计划，从以往的教学实践和研究中，我们总结出了学习者与教材之间关系的信息，并利用这些信息来设计教学计划的方法。我们根据以往的教学实践记录，设计并运用图形直观地表达了反映教师心理的“发展过程结构”和“变化过程及其教学策略和教学意图结构”。四、我们也研究了所谓“综合研究（期）”的可行性。

We found a clue to our investigations from good results that many pathbreaking researchers have achieved in their teaching practices and studies, as the proverb says, "By exploring the old, one becomes able to understand the new." In order to make use of those results in creating a new educational practice, we carried out the following investigations :1.We analyzed and reviewed the family tree of teaching researches that some experienced teachers had made with the education-technological means in their teaching practices and which had started as free education movement in the Taisho era.2.Investigating and analyzing the teachers' and student teachers' characteristics about the clues to their designing for teaching, we extracted 13 factors. After considering correspondence between the extracted factors and the scripts of instructional designs and preparatory activities, we arranged and classified teachers' thoughts and designing functions such as 'interpretation and understanding of teaching materials,' 'presentation of teaching materials,' 'structure of teaching process,' etc. Furthermore, we analyzed and examined the changes of the clues to teachers' designing for teaching along with their experience and skillfulness.3.In order to make plans of new practices, we developed the ways to design teaching plans by getting and using the information about the relation between learners and teaching materials from preceding practices and studies. We designed and used figures to express visually the structure of teaching process,' which shows the structure of development process, and 'changing process and its structure of teaching strategies and intentions,' which reflects teachers' minds, based on the records of preceding practices. As a result of using those figures, we found they were very effective.4.We also examined a so-called "(Period for) Integrated Study" and the possibility of carrying it out.