Science teachers training through teaching practice.

通过教学实践进行科学教师培训。

• 批准号: 15606001
• 负责人: TABATA Kenichi
• 金额: $ 2.18万
• 依托单位: Miyagi University of Education
• 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-15606001/
• 关键词: Teacher Education; Science Teacher; Science Education; Teaching Practice; Student Teaching; teacher training; 教材研究; 科学教育; 理科教員

A trial curriculum of techer education concerning to teaching practice to train science teachers was studied. We stacked some classes in the science teacher course of Miyagi University of Education.Freshman : Seminar including observation of attached schools classes and critical reading of science textbooks for elementary school or for middle highschool.Sophomore : Analysis of a teaching besed on a literal record of a trial teaching performed by a student teacer, and method of constructing a science class.Junior : (1)Before teachig practice ; making teachig materials used in a teaching practice. (2)After teaching practice ; reflection of teaching practice using "case method" or "micro-teaching".Conclusion(1)For sophomore students, "case method" dealing with teachings performed by student teacher is effective, because they have strong awareness of their teaching practice in near future.(2)Just before teaching practice, study about teaching material is effective.(3)After teaching practice, maiking student to reflect on thier teaching skill is effective, but it is difficult maiking them to reflect on their scientific knowledge.

以培养理科教师为目标，研究了面向教学实践的师范教育试点课程。我们在宫城教育大学的科学教师课程中安排了一些课程。Freshman：包括附设课程的观察和小学或中学科学教科书的批判性阅读。Sopomore：根据学生教员试验教学的字面记录对教学进行分析，以及构建科学课堂的方法。少年：(1)教学前练习；制作教学实践中使用的教学材料。(2)教学实习后；对“案例教学法”或“微格教学”教学实践的反思。结论(1)对于大二学生来说，“案例教学法”处理实习教师的教学是有效的，因为他们有强烈的近期教学实践意识。(2)在教学实习前，教材学习是有效的。(3)教学实习后，促使学生反思自己的教学技能是有效的，但很难阻止他们反思自己的科学知识。

项目成果

Trends and Issues in Elementary School Teacher Education -New Zealand, U.S.A., Japan and Korea-

小学教师教育的趋势和问题-新西兰、美国、日本和韩国-

• 发表时间: 2003
• 作者: Kenichi Tabata;Tsutomu Okuyama
• 通讯作者: Tsutomu Okuyama

Students learn science for the purpose of teaching practice.

学生学习科学是为了教学实践。

• 发表时间: 2004
• 期刊: Japanese Journal of Biological Education Vol.44, No.4
• 作者: 伊藤秀史;小佐野広;Kenichi Tabata et al.
• 通讯作者: Kenichi Tabata et al.

教育実習で学生が理科を学ぶ

学生在教学实践中学习科学

• 发表时间: 2004
• 期刊: 生物教育(日本生物教育学会第76回大会講演要旨集) 44
• 作者: 小佐野広;小林磨美;田幡憲一他
• 通讯作者: 田幡憲一他

Teacher raining course of Miyagi University of Education.

宫城教育大学的老师雨课程。

• 发表时间: 2003
• 期刊: Trends and Issues in Elementary School Teacher Education -New Zealand, U.S.A., Japan and Korea-(Daegu National University of Education ed.)
• 作者: Kenichi Tabata;Tsutomu Okuyama
• 通讯作者: Tsutomu Okuyama

Trends and Issues in Elementary School Teacher Education

小学教师教育的趋势和问题

• 发表时间: 2003
• 作者: Kenichi Tabata;Tsutomu Okuyama
• 通讯作者: Tsutomu Okuyama