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

A positively study about practical knowledge of a teacher in Japanese Language Education

日语教育教师实践知识的实证研究

基本信息

批准号：
10680274
负责人：
MATSUZAKI Masaharu
金额：
$ 1.79万
依托单位：
TOTTORI 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 2000
项目状态：
已结题

项目摘要

In this study, I advanced a study about administration of the class that wasn't reclaimed as a purpose by teacher education study as before fully. I squeezed a mark in <practical knowledge> of a teacher in Japanese Language Education of an elementary school/a junior high school/a high school, and it did what I studied with a purpose, too.First year in 1998, I tried to grasp for arrival point and a subject left unfinished of class study and teacher education study by literature study.I continued to observe Japanese Language Education of an elementary school, and analyzed it from the viewpoint of classroom chat (discourse), and interviewed a teacher in charge of the class furthermore.Second year in 1999, I continued to observe Japanese Language Education class of an elementary school/a high school, and I did case study of <practical knowledge> of a teacher in a class. And I interviewed teacher and extraction child on the class. I described the result in narrative and got over.Third year … More in 2000, I continued to observe Japanese Language Education of a junior high school/a high school.I analyzed about a teacher using many kinds of analogy in explanation of a class as <practical knowledge>.As a result of study for 3 years, I made clear that teacher used the following practical knowledge by Japanese class.(1) Teacher makes much of an opinion of a child speaking it from a point of view that other child doesn't seem to have, and associating it with an opinion of other child. (Relevance)(2) Teacher pushes off meaning according to context of a class in language communication, and widens of meaning, and repeats meaning, and deepens understanding of education contents. (Multivoicedness)(3) Teacher uses analogy and explains it, and deepens metaphorical understanding of a students. (Analogy)(4) I seem to conform to context in an event of a class happening here now and transform various theorogical knowledge about Japanese Language class. (Conformity to context)(5) In the class, students and teacher form several identity. (Identity) Less

在本研究中，我充分提出了一个关于教师教育研究中没有重新作为目的的班级管理的研究。我挤进了一所<practical knowledge>小学/初中/高中的日语教育教师的分数，也是有目的地学习。1998年的第一年，我试图通过文学研究抓住课堂研究和教师教育研究的终点和未完成的课题。我继续观察了一所小学的日语教育，1999年第二年，我继续观察了一所小学/高中的日语教育课，并对一位教师进行了个案研究<practical knowledge>。我还采访了班上的老师和提取孩子。我用叙述的方式描述了结果，然后就过去了。第三年 ...更多信息 2000年，我继续观察了一所初中/高中的日语教育。我分析了一位教师在讲解一节课时使用多种类比<practical knowledge>。通过3年的研究，我明确了教师在日语课上使用以下实用知识。(1)老师从另一个孩子似乎没有的观点出发，对一个孩子的观点进行了大量的评价，并将其与另一个孩子的观点联系起来。（关联性）（2）教师在语言交际中根据课堂语境推离意义，扩大意义，重复意义，加深对教育内容的理解。（多声性）（3）教师运用类比并加以解释，加深学生对隐喻的理解。（类比）（4）在这里发生的一堂课的事件中，我似乎顺应了上下文，转换了关于日语课的各种理论知识。（5）在课堂上，学生和教师形成了多重身份。（身份）减