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

1. 分析了美国、加拿大、英国、法国、苏联、OECD-CERI等国家和机构关于岗前和在职教师培训改革的资源资料，从教师的胜任力、课程结构和方法论、教师的教学实践和培训是实践与理论相结合的过程等方面，明确了岗前和在职教师培训改革的目标、内容、方法和问题。2 .在分析当前日本师范院校教学实践课程改革趋势及相关资源材料的基础上，特别强调考虑教学实践与普通学科与专业课程的关系，新编写了另一份资源材料，以参考当前日本师范院校教学实践课程改革的趋势。教师竞争标准的阐释与创新将教师的胜任力分为四类，即(1)教学设计胜任力、(2)教学实施胜任力、(3)课堂管理胜任力、(4)教学分析诊断胜任力，并对每一类胜任力的内容进行了分析，同时对教学技能和各胜任力的网络结构进行了澄清。据此，制定了一份教师能力要求清单，并制定了名为“教学实践指南”的手册框架和内容。由于重新考虑了教学实践应作为理论与实践相结合的领域的观点，他们制定了一套由学前教育（30学时，2学分），教学实践（3-8周）和后教育（30学时，2学分）组成的标准教学实践计划。每个课程都有印刷材料和录像材料。与此同时，作为一种包含教学技巧、教学分析、微教学、游戏和模拟的内容，该方法已在东京学艺大学、Joetsu教育大学和新潟大学进行了开发和尝试。这个项目的所有方面都汇编成一本小册子，提供给有关人士。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