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Development and Evaluation of Integrated Digital Teaching Material for Information Studies

信息学综合数字化教材开发与评价

基本信息

批准号：
15500645
负责人：
OKURA Takaaki
金额：
$ 2.24万
依托单位：
Ohtani Women's University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2004
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15500645/
关键词：
Information" as a subject Information Education Teacher Training Class Multimedia Imitation lesson Remote Evaluation System DVD 統合化ディジタル教材

项目摘要

Many universities in Japan offering teacher training courses require their students to carry out simulated teaching practice before they actually begin teaching as trainees in their assigned schools.In the 2003 academic year, we recorded simulated lessons of our students by the remote evaluation system that Okura had developed. The recordings of the simulated lessons were then evaluated by an experienced high school teacher. And his evaluation was shown to the students in the form of video data together with the teachers' comments written in line with the time sequence of the video clip. This evaluation system proved quite effective in improving the students' teaching skills and teaching materials.Three experienced teachers used the students' improved, revised digital teaching materials in their own class. Then the teachers evaluated the students' materials by the scale of 5(5 : "good to use as they are" 4 : "need a little improving" 3 : "need improving" 2 : "need considerable improvin … More g" and 1 : "impossible to use as they are").These evaluation results were then compared with the evaluation done by another teacher who did the evaluation from the same point of view and scale. It became dear that seven out of 11 teaching materials received more than four points. Six materials out of 11 received more than four points because of their improvement and revision. Then, we have come to the conclusion that the digital teaching materials made by the student trainees in their simulation dass were usable, if improved a little.Today, we have almost complete sets of teaching materials--the video, the textbook, the printed test book, the Web test book, etc. These independent teaching materials, however, are not incorporated, synchronized, nor interacted each other. Teachers only pick up among these separate materials the ones that they think suitable to the chapters or sections of their teaching programs. And we believe that these materials are not being used most effectively when used separately or independently.Of course, it is important, from the viewpoint of the "information ethics," to guide students from the conceptual content to concrete one. And for this purpose, the video can be quite an effective tool. However, the present form of the video makes it difficult for teachers to incorporate it into their teaching programs or instruction plans : the video is one-dimensional, and cannot be used flexibly. But when the video is transformed into the DVD, as our system has done, teaching methods become more flexible and diversified because of the DVD's mechanical characteristics.Our system has made an effective use of mechanism in which the video is synchronized with slides of "text examples written on a blackboard" which are connected to each scene of the video. Also, we have developed a mechanism which enables the questions to be synchronized to the scene and displayed in the pop-up window. Less

日本的许多大学提供教师培训课程，要求学生在实际开始作为实习生在指定学校教学之前进行模拟教学实践。在2003学年，我们用Okura开发的远程评估系统记录了学生的模拟课程。然后由一位经验丰富的高中老师对模拟课程的录音进行评估。他的评价以视频数据的形式呈现给学生，并按照视频片段的时间顺序加上老师的评语。实践证明，该评价体系在提高学生的教学水平和教材质量方面效果显著。三位经验丰富的教师在他们自己的课堂上使用了学生改进的、修订的数字教材。然后，教师对学生的材料进行了5级评价（5级：“目前还可以使用”，4级：“还需要改进”，3级：“还需要改进”，2级：“还需要相当大的改进……更多g”，1级：“目前无法使用”）。然后将这些评价结果与另一位教师从相同的观点和尺度进行评价的评价进行比较。11件教材中有7件得到了4分以上。11件材料中有6件因为改进和修改得到了4分以上的分数。然后，我们得出结论，学生学员在他们的模拟课堂上制作的数字教材是可用的，如果有一些改进。今天，我们有几乎全套的教材——视频、课本、印刷试卷、网络试卷等。然而，这些独立的教材并没有相互整合、同步、互动。教师只从这些单独的材料中挑选他们认为适合其教学计划的章节或部分的材料。我们认为，当这些材料被分开或独立使用时，它们并没有得到最有效的利用。当然，从“信息伦理”的角度出发，引导学生从概念内容走向具体内容是很重要的。为了达到这个目的，视频是一个非常有效的工具。然而，目前的视频形式使得教师很难将其纳入教学计划或教学计划：视频是一维的，不能灵活使用。但是，当我们的系统将视频转换成DVD时，由于DVD的机械特性，教学方法变得更加灵活和多样化。我们的系统有效地利用了视频与“写在黑板上的文本示例”的幻灯片同步的机制，这些幻灯片与视频的每个场景相连。此外，我们还开发了一种机制，使问题能够与场景同步并显示在弹出窗口中。少