Development of the Standard Model for Teaching Practice Program Which Include Pre- and Post Activities

1.本文分析了美国、加拿大、英国、法国、苏联和经合组织-CERI等国家和机构关于教师职前培训和在职培训改革的资料，从以下几个方面明确了教师职前培训和在职培训的目标、内容、方法和问题：教师的能力，课程结构和方法，教师的教学实践与培训是实践与理论相结合的过程.在分析日本师范大学教育实习改革的新动向和有关资料的基础上，着重对教育实习与普通学科教育实习、专业教育实习的关系进行了思考，另一套教材是新编写的，可作为当前师范教育实习课程改革的参考日本各地的大学。教师竞争标准的阐释与创新 ...更多信息 ncy：将教师的教学能力分为教学设计能力、教学实施能力、课堂管理能力和教学分析诊断能力四类，并对每类能力的内容进行了分析，同时阐明了教学技能和每类能力的网络结构，据此，制订了教师应具备的能力清单，并制定了名为“教学实践指南”的手册的框架和内容.由于重新考虑了教学实践应作为理论联系实际的领域的观点，因此，制定了一个标准的教学实践计划，该计划由学前教育（30小时，2学分），教学实践（3-8周）和教育后（30小时，2学分）组成。每个节目都有印刷材料和录像材料。与此同时，东京学芸大学、上越教育大学和新泻大学也开发并试用了包括教学技巧、教学分析、微格教学、游戏和模拟在内的内容。该项目的所有方面都已汇编成一本小册子，提供给有关人员。少

1. Resource materials regarding the reform of pre- and in-service teacher training in foreign countries and institution like US, Canada, UK, France, USSR and OECD-CERI were analysed to make clear the objectives, contents and methods and issues, from the following points of view : teachers' competency, structure of curriculum and methodology, and the teaching practice and training of teachers as the integrated process of practice and theory.2. Based on the analysis of the current trends on the reform of teaching practice program in teacher training universities and othere resource materials concerned in Japan, especially stressing on the consideration of the relationship between teaching practice, and those of general subject and professional one, another resource material has been newly compiled as a reference of the current trends on curriculum reform of teaching practice in teacher training universities throughout Japan.3. Explication and creation of the standard of teachers' compete … More ncy : teachers' competency are clasified into four categories, namely (1) competency for designing instruction, (2) that for conducting instruction, (3) that for classroom management, and (4) that for analysing and diagnosing instruction, and the contents of each has been considered together with the clarification of networking structure on the teaching skill and each competency, by which a list for teachers' competency to be required and a framework and contents of a manual named "guidelines for teaching practice" are developed.4. Because of reconsidering the standpoint that teaching practice should be taken into account as the field for integrating theory with practice, a standard programmes for ther teaching practice have been developed which is consisted from a period of pre- education(30 hours, 2 credits), that of teaching practice(3-8 weeks), and that of post-education(30hours, 2 credits). Each program is with printed materials and video-taped materials. Together with this approach, as a content which includes teaching skill, instruction analysis, microteaching, games, and simulation, has been developed and tried at Tokyo Gakugei University, Joetsu University of Education, and Niigata University. All the aspects of this project have been compiled as a booklet to deliver those who are concerned. Less