Study on Science Lessons through Lesson Videos and the Effective of Application to Teacher Education: Collaboration with the IEA/TIMSS-R Lesson Video Study

通过课程视频研究科学课程及其在教师教育中的应用效果：与 IEA/TIMSS-R 课程视频研究合作

• 批准号: 12308007
• 负责人: OGURA Yasushi
• 金额: $ 15.01万
• 依托单位: National Institute for Educational Policy Research
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (A)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2002
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12308007/
• 关键词: Lesson Study; Lesson Video; Lesson Evaluation Framework; Teacher Education; Lesson Video Analysis Method; TIMSS-R; Video Study; International Comparison; 教授法; IEA; 授業実践

1.Development of Science Lesson Video Analysis MethodIn this method, lesson evaluator watches a science lesson video, writing his/her lesson evaluation comments. After this work, all comments on the video lesson are classified into categories based on a developed "Science Lesson Evaluation Framework". Then, collected comments from multiple evaluators show the commonality and difference between evaluators, which can be used to extend the discussion on the video lesson multilaterally.2.Analysis of Japanese Science Lesson VideosThe ninety five science lessons that were randomly selected and videotaped in the IEA/TIMSS-R Lesson Video Study throughout Japan in 1999 to 2000 have been analyzed by Japanese expert science teachers based on our lesson video analysis method. There appeared multilateral effective teaching strategies as well as non-effective.Eight lessons have been organized as materials of lesson videos and other printed materials for the use of science teacher education.Four lessons have been translated into English and brought to US, Australia, and Czech Republic to collect data of evaluation of Japanese lessons by science teachers in those countries.3.Analysis of Foreign Science Lesson VideosSub-samples of science lesson videos of US, Australia, the Netherlands, and Czech Republic were translated into Japanese and have been analyzed by Japanese expert science teachers based on exactly the same method that were used for Japanese lessons.US science lessons were evaluated relatively higher than other samples in many evaluation categories, while Japanese science lessons were evaluated relatively lower than other samples in many evaluation categories.4.Application of Research Materials into Science Teacher EducationScience teacher education programs which use our developed method and materials under prefectural teacher education centers and universities of teacher education have been showing high effectiveness and satisfaction.

1.科学课视频分析方法的发展在这种方法中，评课者观看科学课视频，并写下他/她的评课评论。在这项工作之后，所有关于视频课程的评论都被分类，基于开发的“科学课程评估框架”。然后，收集多个评价者的评论，显示评价者之间的共性和差异，可以用来扩展对视频课程的讨论。2.日本科学课视频分析1999年至2000年在IEA/TIMSS-R课程视频研究中随机选择并录制的95节日本科学课，由日本科学专家教师基于我们的课程视频分析方法进行分析。8节课被组织成课程录像和其他印刷材料，供科学教师教育使用；4节课被翻译成英语，带到美国、澳大利亚和捷克，以收集这些国家的科学教师对日语课的评价数据。3.国外科学课视频分析美国、澳大利亚、荷兰、日本等国的科学课视频亚样研究资料在科学教师教育中的应用研究材料在县教师教育中心和教师教育大学的科学教师教育项目中表现出了较高的有效性和满意度。