Research on capability development of school subjects curriculum at the case of pre-service teacher training system faculty students.

学校学科课程能力发展研究——以职前教师培训体系师范生为例

基本信息

  • 批准号:
    16530598
  • 负责人:
  • 金额:
    $ 1.98万
  • 依托单位:
  • 依托单位国家:
    日本
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
  • 财政年份:
    2004
  • 资助国家:
    日本
  • 起止时间:
    2004 至 2006
  • 项目状态:
    已结题

项目摘要

31.8% and 30.8% of the faculty students understand Arithmetic curriculum as the plan of arithmetic education, and arithmetic educational plan / lesson and evaluation of each school. Moreover, in the rate scale score of the measure about the importance of the developed curriculum design, the scene of evaluation implementation and the measure about time, and the measure about evaluation of an organization stage, and an improvement, although the result in which a faculty student's score is higher than an incumbent teacher has come out, it is not thought simply that faculty students' recognition is high. Furthermore, Type-A with high three types about a lesson view and (1) teacher initiative / explanation practice rate scale score, Type-B which has both rate scale scores. (2) average position, and (3) student subject and an activity support rate scale score extracted high Type-C using ten investigation items which evaluate a lesson view. When considered from these viewpoints, in the case of primary school teacher(39.4%), it was extracted, and, in the case of the junior high school teacher(36.9%), was extracted as Type-A, and B and C. In the case of a faculty student, it can say for having come to have 28.4%, and the clear lesson view which becomes, there are and is seen as a type to it. Moreover, in the case of a faculty student, compared with an incumbent teacher's case, it is diffusion-like. The scene of evaluation, and time and the rate scale about the improvement of evaluation show the quite high score compared with an incumbent teacher's case especially. The expectation about a possibility of being related with the improvement by the evaluation. In a teacher training system faculty, the state of the education about a consistent curriculum organized by subjects will become important also from this with the view for raising the desirable curriculum view and the lesson view, and development of the teacher training curriculum for the deployment.
分别有31.8%和30.8%的教师将算术课程理解为学校的算术教育计划、学校的算术教育计划/课程和评价。此外,在课程设计的重要性、评价实施的场景和时间、组织阶段的评价和改进的评价的评分量表得分中,虽然出现了教员学生的得分高于在职教师的结果,但不能简单地认为教员学生的认可度高。此外,A型在一节课的看法和(1)教师主动性/解释实践率量表得分上三个类型都很高,B型在两个量表得分上都很高。(2)平均位置,和(3)学生主题和活动支持率量表得分提取高C型使用十个调查项目,评估一个教训的看法。当从这些观点考虑时,小学教师(39.4%)的情况下,它被提取,初中教师(36.9%)的情况下,被提取为A型,B和C型。在大学生的情况下,可以说已经达到了28.4%,并且成为明确的课程观,有,并被视为一种类型。此外,在大学生的情况下,与在职教师的情况相比,它是扩散样的。尤其在评教情境、评教时间与评教改善程度的评分量表上,与一位在职教师的个案比较,显示出相当高的分数。通过评估对与改进相关的可能性的期望。在教师培训系统中,关于按学科组织的一致课程的教育状况也将由此变得重要,以便提高理想的课程观和课程观,并开发用于部署的教师培训课程。

项目成果

期刊论文数量(88)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Mathematical lesson study in South Africa・MSSI project
南非数学课程学习・MSSI项目
ラオス理数科教育の質の向上に対する国際協力の方略とその成果
提高老挝人民民主共和国科学和数学教育质量的国际合作战略和成果
Lesson study in South Africa
南非课程学习
パラダイム転換とこれからの学校教育
范式转变与未来学校教育
南アフリカにおける授業研究
南非课程学习
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HATTORI Katsunori其他文献

HATTORI Katsunori的其他文献

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{{ truncateString('HATTORI Katsunori', 18)}}的其他基金

Research on the Teachers' ability of curriculum organization, execution and evaluation
教师课程组织、执行与评价能力研究
  • 批准号:
    12680273
  • 财政年份:
    2000
  • 资助金额:
    $ 1.98万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
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