A study of the development and the evaluation on classroom intervention strategies.

课堂干预策略的制定与评价研究

• 批准号: 15530426
• 负责人: TAKINO Yozo
• 金额: $ 2.11万
• 依托单位: Osaka Kyoiku Univerrsity
• 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 2005
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530426/
• 关键词: Classroom Management; Classroom intervention; intervention support; RCRT for teachers; School Psychology; 教育実習生

In this report the development and the evaluation on the intervention for the classroom management using the data of Role Construct Repertory Test for teachers. One time intervention for the teachers did not seem to be effective for all participants. It is because the test takes long time to complete and the test itself is quite complicated. On the other hand, for the participants for one year seminar course on classroom management with five sessions, the result of the test was useful for the their classroom control strategies building. For the teachers taking care of children affected from the school crisis, the result of the test was useful to making the plans to interact with specific students. For the student teachers just after the period of teaching practice, the procedure and the result of the test was good for reflecting the training activities.

本报告利用教师角色建构测验的数据，对课堂管理干预的发展和评价进行了研究。对教师的一次性干预似乎并不是对所有参与者都有效。这是因为测试需要很长的时间才能完成，而且测试本身也相当复杂。另一方面，对于为期一年的五节课堂管理研讨会课程的参与者来说，测试结果对他们的课堂控制策略的构建是有用的。对于照顾受学校危机影响的儿童的教师来说，测试结果有助于制定与特定学生互动的计划。对于刚结束教学实习的实习教师来说，测试的过程和结果都很好地反映了培训活动。