权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Educational Psychology Studies on the Evaluation Behaviors in a Classroom by the Japanese Teachers

日本教师课堂评价行为的教育心理学研究

基本信息

批准号：
15530422
负责人：
KAJITA Masami
金额：
$ 1.54万
依托单位：
Chubu University Department of Humanities (2004)Nagoya University (2003)
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

项目摘要

Past two years, this research was done on the educational evaluation behaviors by the classroom teachers in Japan. Research methods used in these studies were observation method, interview method and questionnaires which were applied to the school teachers, especially, elementary school teachers and junior high school teachers. Typically, educational evaluation by the teachers in schools were categorized as follows: a) monitoring behaviors on teaching-learning processes, b)achievement testing in a classroom, c)school report which was sent to children's family, and e) annual report of classroom achievement which was usually named as formal educational evaluation. These studies clarified following results and new point of views which will be expected to produce a new development of the educational evaluation studies.1) In the beginning, the studies examined the literal meaning on evaluation, educational evaluation, rating, and soon. Then the studies compared this literal meaning with act … More ual usage by Japanese teachers in. a classroom.2) Japanese teachers met with lot of difficulties in the educational evaluation situations. One of main reasons was that they attempted to achieve the high level of validity, reliability and objectivity which were the basic conditions of educational evaluation. However, the second reason came from the educational evaluation processes themselves. as follows.3) Ordinarily, the form of educational evaluation in a Japanese classroom consists of several categories of educational achievement, for instance, knowledge and understanding, thinking ability, learning motivation, learning skills and so on. These evaluation categories are abstract concept in nature which is produced by the educational professionals. In evaluation activities, teachers must find suitable child's episodes which are correspond with the abstract categories of educational evaluation. These matching activities are just thinking processes in nature.4) This thinking process consists of two different kinds of thin ing. The one is deductive thinking, and the other is inductive thinking. Every teacher has to integrate this different thinking activity to do educational evaluation in classroom. This is one of the most difficult parts of teaching activities.5) Finally, child's self evaluation is very important and is necessary to research its nature and characteristics. Less

本研究是近两年来对日本教师的教育评价行为进行的一项研究。本研究采用观察法、访谈法、问卷调查法等研究方法，调查对象为中小学教师，尤其是小学教师和初中教师。通常情况下，学校教师的教育评价分为以下几类：a）监控教学过程中的行为，B）在课堂上的成就测试，c）学校报告，这是发送到孩子的家庭，和e）课堂成绩的年度报告，通常被称为正式的教育评价。这些研究澄清了以下结果和新的观点，有望使教育评价研究产生新的发展。1）研究开始时，对评价、教育评价、评级等的字面意义进行了考察。然后，研究比较了这一字面意义与行为 ...更多信息日本教师的使用。2）日本教师在教育评价情境中遇到了很多困难。究其原因，一个重要原因是他们试图达到教育评价的基本条件--高水平的效度、信度和客观性。然而，第二个原因来自教育评估过程本身。（3）一般来说，日本课堂的教育评价形式由知识理解、思维能力、学习动机、学习技能等几个教育成果类别组成，这些评价类别本质上是抽象的概念，是由教育专业人员提出的。在评价活动中，教师必须找到与教育评价的抽象范畴相对应的合适的儿童情境。这些匹配活动本质上就是思维过程。4）这种思维过程由两种不同的思维组成。一种是演绎思维，另一种是归纳思维。每一位教师在进行课堂教学评价时，都要把这种不同的思维活动整合起来。这是教学活动中最困难的部分之一。5）最后，儿童的自我评价是非常重要的，研究其本质和特点是必要的。少