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A Study on the In-service Teacher Education with Educational Technological Paradigm

教育技术范式下的在职教师教育研究

基本信息

批准号：
07458032
负责人：
NISHINOSONO Haruo
金额：
$ 3.26万
依托单位：
Naruto University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1997
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07458032/
关键词：
educational technology paradigm teacher education inserveice education classroom practices

项目摘要

In these days, most educational technological research of classroom practice is based on quantative research methods (eg.categorical research). Though these methods are so familiar, qualitative research methods will need when teacher (practitoner) analyze his/her own educational technologies. Many research fields had implimented this qualitative research methodos with computers, but little cases are found with same approach in japanese educational research. We tried to apply qualitative methods to analyze classroom practices, and examine effectiveness of this approach. First, we analyzed technological proposition in educational practices with videotaped classroom data. We introduced Carl Popper's raional criticism as research framework to analyze these qualitative data. Second, we tried to establish these procedure with computers. The procedure is as follows : (1) input all protocol data to table culculation software like Excel with on-line video control system, (2) categorize and analyze relevancy each protocol data, (3) extract technological propositions and construct model. This method is so simple, but easity to impliment and effective when analyze by practitoner own.We analyzed some cases with this method, effectiveness of this approach and teacher training was verified.

目前，关于课堂教学实践的教育技术研究大多采用定量研究方法（如分类研究）。虽然这些方法是如此熟悉，定性研究方法将需要教师（教师）分析他/她自己的教育技术。许多研究领域已经将这种质的研究方法运用到计算机上，但在日本教育研究中却鲜有应用。我们尝试用质的方法来分析课堂实践，并检验这一方法的有效性。首先，我们分析了教育实践中的技术主张与录像课堂数据。我们引入卡尔·波普尔的理性批评作为研究框架来分析这些定性数据。第二，我们试图用计算机建立这些程序。其步骤如下：（1）将所有协议数据输入到Excel等表格计算软件中，通过在线视频控制系统，（2）对各协议数据进行分类和相关性分析，（3）提取技术命题并建立模型。该方法简单易行，在教师自己分析时效果良好，并通过案例分析，验证了该方法的有效性和教师培训的有效性。