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A Research and Development on www-based Training for Curriculum Coordinator in Integrated Learning Time.

基于www的整合学习时间课程协调员培训的研究与开发。

基本信息

批准号：
16611005
负责人：
OYANAGI Wakio
金额：
$ 2.43万
依托单位：
Nara 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：
2004
资助国家：
日本
起止时间：
2004 至 2005
项目状态：
已结题

项目摘要

This research aimed to identify the effect of coursework on web-based training on curriculum coordinator at primary school of Japan.AT first, we developed the coursework on web-based training for curriculum coordinator around the Integrated Learning Time. Also, we attempted to clarify the goal, target, and outcome, which were requested as the teacher qualification of curriculum coordinator by referring to the research and practice on curriculum coordinator training in UKThe next, we set up practical research by choosing the 10 teachers from the all areas of Japan, who became candidate of curriculum coordinator and had excellent educational experiences.The third, we tried to observe the writing behavior on the line and analyzed them. Also we made the opportunity participants met each other at off line. We interviewed the participants about the coursework activity.Then, we did the follow-up survey to two participants who showed the change with the featureAs results,1)it was understood that video conferences were more attractive for the participant than the study activities on the bulletin board.2)The coursework on web-based training that we had developed showed the effect in acquiring the general knowledge as curriculum coordinator of the Integrated Learning Time.3)However, it was found that the acquiring the academic knowledge and the practical knowledge depended on the situation of school which teachers worked.

本研究旨在探讨课程作业对日本小学课程协调员网络培训的影响。首先，我们围绕“综合学习时间”为课程协调员开发了基于网络的培训课程。并借鉴英国课程协调员培训的研究与实践，试图明确课程协调员教师资格要求的目标、目标和结果。其次，我们从日本各地选出10名具有优秀教育经验的课程协调员候选人，进行了实践研究。第三，我们尝试观察在线上的书写行为并对其进行分析。此外，我们还为参与者提供了线下见面的机会。我们就课程活动采访了参与者。然后，我们对两名表现出特征变化的参与者进行了跟踪调查，结果表明：1)视频会议比公告板上的学习活动对参与者更有吸引力。(2)我们开发的网络培训课程作业显示了作为整合学习时间课程协调员的一般知识的获取效果。(3)然而，我们发现学术知识和实践知识的获取依赖于教师所在学校的情况。