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Japan-US Cooperative Study in Search of Quality Curriculum for Preschool Children-From Comparative Study to Collaborate Curriculum Planning

日美合作研究学前儿童优质课程——从比较研究到合作课程规划

基本信息

批准号：
15530607
负责人：
TABU Mikiko
金额：
$ 1.92万
依托单位：
Seitoku University Junior College
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

项目摘要

This is a three-year case study attempting to describe the relationship between early childhood teacher education and classroom practices by comparing laboratory school models from Japan and the United States. This research examined the teacher training and pre-service in three settings, two in Japan, and one in north California, and how teachers integrated and applied knowledge from those contexts in their future practice.The goal of the research is two-fold ; (1)to elicit meta-cognitive reflection through cross-cultural experience, and apply this reflective thought to further understand early childhood teacher education in the US and Japan, (2)to use this deeper understanding to reflect on our own curriculum writing and to consider how and which aspects of the other cultural model to adapt into and practice.Research was gathered through observation, interviews and video commentary groups. All conversations and obsevations was either video taped or audio taped for analyses and corrobo … More ration. The classroom teacher in Japan was the videographer and editor for the tapes of the classrooms in America, so was the America classroom teacher. Researchers played the role of both participant-observer and data collectors. Data sources include discussions from collaborative viewings of video from the classes ; observations of University teacher education classes ; 3-4 year old laboratory preschool classrooms ; student teacher and Head teacher planning and evaluating sessions ; a University graduate's work in the field ; and whole staff planning sessions. Data also include collected artifacts related to student teacher evaluation and goals ; lesson plans from the university and laboratory school classes ; student university work ; university course syllabi ; and national education documents and frameworks.Three major findings are :(1)Teacher training in Japan and in US had many features in common. Both had rich foundation courses consisting of Child Development, Philosophy and Theory of Early Childhood Education, Family and Society, etc. Both had practicum in actual classrooms, taken and prepared seriously, though the duration of time differed. The Major difference was the way to bridge the Foundation to practicum ; the Japanese relied on skills, and the US on theory.(2)By collaborative viewings of video and discussions, it was clear that Japanese teachers had inclination to see things from the child perspectives. It maybe explained by the way they were trained. The video showed that Japanese student-teachers were asked to sit behind the children and played the role of a child, and saw the Head-teacher as a role model to the children and to themselves.(3)There was a gap between what was taught to the student-teachers about curriculum in US settings and what the California's curriculum guidelines requires. Less

这是一项为期三年的案例研究，试图通过比较日本和美国的实验室学校模式来描述幼儿教师教育与课堂实践之间的关系。本研究考察了日本和美国北加州三个地区的教师培训和职前教育，以及教师如何在未来的实践中整合和应用这些背景知识。（1）通过跨文化经验引发元认知反思，并运用这种反思性思维进一步了解美国和日本的幼儿教师教育，（2）利用这种更深层次的理解来反思我们自己的课程编写，并考虑如何以及在哪些方面适应和实践其他文化模式。研究通过观察、访谈和视频评论组来收集。所有的谈话和观察都被录像或录音，以供分析和证实。 ...更多信息定量配给。日本的课堂教师是美国课堂录像带的摄像师和编辑，美国的课堂教师也是。研究人员扮演参与者-观察者和数据收集者的角色。数据来源包括讨论从协作观看视频从类;观察大学教师教育类; 3-4岁的实验室学前班教室;学生教师和班主任规划和评估会议;大学毕业生的工作在外地;和全体员工规划会议。本研究还收集了与学生教师评价和目标、大学和实验学校课程计划、学生大学作业、大学课程大纲以及国家教育文件和框架有关的人工制品。两者都有丰富的基础课程，包括儿童发展，幼儿教育的哲学和理论，家庭和社会等，都有在实际教室实习，认真对待和准备，虽然时间长短不同。主要的区别是如何将基础与实践联系起来;日本人依赖于技能，而美国则依赖于理论。(2)By通过对视频和讨论的协作观看，很明显，日本教师倾向于从儿童的角度看待问题。这也许可以通过他们的训练方式来解释。视频显示，日本学生教师被要求坐在孩子们后面，扮演孩子的角色，并将校长视为孩子们和他们自己的榜样。（3）美国的课程标准与加州的课程标准之间存在差距。少