A Comparative Study of Science Teacher Education in Japan and U.S.A.

日美科学教师教育比较研究

• 批准号: 62580232
• 负责人: NAGASU Namio
• 金额: $ 1.15万
• 依托单位: University of Tsukuba
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1987
• 资助国家: 日本
• 起止时间: 1987 至 1989
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-62580232/
• 关键词: Teacher Education; Preservice Education; Inservice Education; Science Education; Preservice Program; Teacher Education of U.S.A.; Science Subject; Professional Education Subject; 理科の教師教育; 理科の教員養成カリキュラム; 比較理科教育; 理科授業研究; 授業分析; 実験指導

The purpose of this study was to survey and analyze the general status of preservice and inservice training curriculum for elementary and secondary science teachers in Japan and U.S.A. Results and Discussion:1. In Japan; (1) The number of national colleges of education provides Preservice science course are as follows. In the Primary School Teachers Course:53, In the Lower Secondary Science Teachers Course:49, In Upper Secondary Science Teachers Course:13. (2) These 49 institutions are classified into following four groups as regards credit composition and the percentages for each were found as follows: Science Subjects are emphasized : 18.4%, Professional Education Subjects are emphasized:16.3%, Both science Subjects and Professional Education Subjects are required:34.7%, National Standard Teacher Certificate are required:34.7%. However, these institutions offer extensive Science and Professional Education Subjects from basic credit requirement to maximum number of credits. Therefore, … More there is a variety of all national colleges of education as to credit composition for prospective secondary school science teacher.2. In U.S.A. (1) A case study of IOWA-UPSTEP as a qualitative analysis was examined. (2) Two kinds of information was analyzed. These were the results of recent national survey of public and private colleges and universities for preservice science teacher training so called Matteis' Report, and Weiss' Report which was the results of elementary and secondary teachers throughout the United States. In the United States, each state has exclusive responsibility for the quality and content of science teacher preparation and certification in its own state. These states vary considerably in their requirements for elementary and secondary school science teachers. When comparing the example in the U.S.A. with those in Japan, it is unique in U.S.A. that most institutions offered and required students to take a general or a specialized science method course which integrate philosophy and practice of science teaching. Less

本研究的目的是调查和分析日本和美国中小学科学教师职前和在职培训课程的概况。结果与讨论： 1．在日本； (1) 全国教育学院开设职前科学课程的数量如下。小学教师课程：53人，初中科学教师课程：49人，高中科学教师课程：13人。 （2）这49所院校按学分构成分为以下四组，各组比例如下： 重视科学科目：18.4%，重视职业教育科目：16.3%，要求科学科目和职业教育科目并重：34.7%，要求国家标准教师证书：34.7%。然而，这些机构提供广泛的科学和职业教育科目，从基本学分要求到最大学分。因此，全国各教育院校对未来中学理科教师的学分构成有多种规定。 2．在美国 (1) 对 IOWA-UPSTEP 的案例研究进行了定性分析。 (2)分析了两种信息。这些是最近对公立和私立学院和大学进行职前科学教师培训的全国调查的结果，即所谓的马蒂斯报告和韦斯报告，这是对美国各地中小学教师的调查结果。在美国，每个州对其本州科学教师培训和认证的质量和内容负有独家责任。这些州对中小学科学教师的要求差异很大。与美国和日本的例子相比，美国的独特之处在于，大多数机构都提供并要求学生参加将哲学与科学教学实践相结合的普通或专业科学方法课程。较少的

项目成果

長洲南海男: 日本科学教育学会第12回年会報告書. 12. 123-124 (1987)

南海长洲：日本科学教育学会第十二届年会报告。12. 123-124 (1987)。

大高泉: "教員養成系大学・学部に於ける中学校理科教員養成(2)-「理科教育」関係カリキュラムを中心として-" 科学教育研究. 14. (1990)

大高泉：“教师培训大学和部门的初中科学教师培训（2）-关注与“科学教育”相关的课程-”科学教育研究14。（1990）。

大高泉: 日本科学教育学会第12回年会報告書. 12. 125-126 (1987)

大高泉：日本科学教育学会第十二届年会报告。12. 125-126 (1987)