权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Educational Psychology Research on Teacher Assignment to a Classroom

教师课堂分配的教育心理学研究

基本信息

批准号：
10610104
负责人：
KAJITA Masami
金额：
$ 1.86万
依托单位：
Nagoya University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1998
资助国家：
日本
起止时间：
1998 至 2001
项目状态：
已结题

项目摘要

Educational psychologits have ignored for a long time the reason why both teacher assignment to classroom and teacher transfer to school are influencing a life range-development of teaching jobs. It was almost twenty years ago that I had noticed the big differences between the U.S.system and the Japanese system in terms of both teacher assignment to classroom and teacher transfer to school. This research has focused upon the fjrst factor, that is, teacher ssignment to classroom. I found in an American local elementary schoolthat classroom teacher sticks to a paticular grade for a long time, for example, 15 years assignment to 6th grade. In contrast, our experiences tell that in Japanese classroom, teacher tends to move up to next grade with children for at least two years. For example, teachers assigned to 2nd grade in the first year and then moved up to 3 rd grade next year. They did not stick to a certain grade for a long time. That means, in general, that, the carreer development mode of Japanese teacher is ' generalist ' in nature an d its counterpart would be ' specialist mode ', which typically appears in the American classroom mentione d above.This rearch have surveyed various cohort Japanese teachers, starting from just before world-war 2nd to the present in terms of classroom assignment. Our basic research findings confirmed that Japanese elementary school teacher was thought as a specialist, but actually she was generalist in nature. Furthermore, we thought that the teacher's nature as-a generalist did not give good influence to their life-long carrer deve lopment. The reason is that it takes long time to master various kinds of curriculum,teaching-methods and so on in a particular grade of an elementary school.

长期以来，教育心理学忽视了教师的课堂分配和教师的学校调动对教师职业发展的影响。大约20年前，我就注意到美国的教育体系和日本的教育体系在教师分配到教室和教师转移到学校方面的巨大差异。本研究的重点是第一个因素，即教师到课堂的分配。我在美国当地的一所小学发现，班主任长期坚持一个特定的年级，例如，15年分配到6年级。相比之下，我们的经验告诉我们，在日本的课堂上，教师往往会与孩子一起升入下一个年级至少两年。例如，教师在第一年被分配到二年级，然后在第二年升到三年级。他们并没有在某个等级上坚持很长时间。这意味着，日本教师的职业发展模式在本质上是“通才模式”，而与之相对应的是“专家模式”，这一模式在上述美国课堂中最为典型。我们的基础研究结果证实，日本小学教师被认为是专家，但实际上她是通才。此外，我们认为，教师的通才性质不利于教师的终身职业发展。究其原因，是小学一个年级要掌握各种课程、教学方法等需要较长的时间。