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

1.分析了国外和美国、加拿大、英国、法国、苏联、OECD-CEI等机构关于教师职前和职后培训改革的资料，从教师能力、课程与方法结构、作为实践与理论综合过程的教师教学实践与培训等角度，明确了教师职前与职后培训的目标、内容、方法和问题。在分析当前日本师范院校教育实习课程改革趋势及相关教材的基础上，着重考虑了教学实习与普通学科与专业教育实习的关系，重新编写了一套教材，以期对日本师范院校教育实习课程改革的趋势有所借鉴。教师竞争…标准的解读与创新3.将教师的能力分为四类，即(1)设计教学的能力，(2)实施教学的能力，(3)课堂管理的能力，(4)分析和诊断教学的能力，并对每一类的内容进行了考虑，同时澄清了关于教学技能和每一种能力的网络结构，据此制定了一份要求教师能力的清单，并制定了一份名为“教学实践指南”的手册的框架和内容。通过对教育实习作为理论联系实际领域的反思，形成了由学前教育(30学时，2学分)、教学实习(3-8周)和教育后(30学时，2学分)组成的教学实践标准程序。每个节目都有印刷材料和录像材料。在此基础上，东京学府大学、日本教育大学和新泻大学开发并尝试了包括教学技能、教学分析、微格教学、游戏和模拟在内的教学内容。这一项目的所有方面都已汇编成小册子，以向有关人员提供信息。较少

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