A Study of Curriculum Development for Fostering Practical Ability for Teachers to Conduct "Period for Integrated Study"

培养教师“融学期”实践能力的课程开发研究

• 批准号: 12308009
• 负责人: MIZOUE Yasushi
• 金额: $ 20.22万
• 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 (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-12308009/
• 关键词: Integrated Study; instruction of school subjecr; School Educational Curriculum; teachers' quality and potency; curriculum development of teacher education; teacher education plan; Sogo-enshu (Integrated Seminar); 教員の資質・力量; 総合的な学習の時間; 総合的学習実践力; カ

In the third year of this project, more concrete attempts were made to construct an actual curriculm for fostering practical ability for teachers to conduct "Period for Integrated Study," following the second year research questions: consideration of the concept of practical ability for implementation of "Period for Integrated Study" from the viewpoint of Pedagogy of Teaching Subject, and development of a conceptual curriculum for fostering the ability in the teacher training course.This year, first of all, the ratoinale for practice of the "Period for Integrated Study" was sought out, and subsequently, based on the rationale, requirements for school curriculm providing "Period for Integrated Study" were clarified.Secondly, several case studies were carried out to scrutinize the realities of implementation of the "Period for Integrated Study" in the primary and secondary schools attached to Naruto University of Education and several other research schools. The data were analyzed to sys … More tematize teachers' ability which is necessary to lead the "Period for Integrated Study" and finally qualities and potensies requisite for the teachers were extracted. Simultaneously, another piece of reserch was conducted on teacher training situations in educational universities and faculties of education established by the national boverment all over the Japan, focusing on how they ability of potential teachers for "Period for Integrated Study" and their attempts especially in the class called "Sogo-enshu" or integrated seminar were revealed.Considering the results from those studies, close discussions were repeated to build a fundamental framework to realize teacher education for "Period for Integrated Study" and the Naruto plan, or an educational plan to train potential teachers for "Period for Integrated Study" in Naruto University of Education, was developed based on the framework. The basic guidelines of the framwork to make tha plan follow below:(1) To emphasize a new paradigm on which a curriculum would be developed for "Period for Integrated Study" by deconstructing the analytic framework and rereading it from an integrative and holistic viewpoint.(2) To reconsider teachers' practical ability based on the assumption that they are required to have the ability to describe and interpret the texis of their own teaching practices.(3) To develop a curriculm which would foster the teachers' ability to pursue better relationships between human beings and others, " Integrated Study" putting humans at the center of the curriculum. Less

在项目的第三年，继第二年的研究问题：从教学学科教育学的角度对实施“综合学习期”实践能力概念的思考，以及教师培训课程中能力培养概念课程的开发之后，对构建教师实施“综合学习期”实践能力培养的实际课程进行了更具体的尝试。今年，首先寻找实施“综合学习期”的理由，随后在此基础上，明确了提供“综合学习期”的学校课程要求。第二，进行了若干个案研究，以审查火影忍者教育大学附属中小学和其他几所研究学校实施“综合学习时期”的现实情况。通过对数据的分析，进一步明确了教师引领“一体化学习时期”所必需的能力，提炼出教师应具备的素质和潜能。同时，另一项研究是针对日本各地国立教育大学和教育学院的教师培训情况进行的，重点是“综合学习时期”潜在教师的能力以及他们在“综合研修班”或“综合研修班”中的尝试。结合这些研究的结果，我们反复深入讨论，构建了实现“综合学习时期”教师教育的基本框架，并在此基础上制定了火影计划，即火影教育大学培养“综合学习时期”潜在教师的教育计划。制定该计划的框架的基本指导原则如下：(1)通过解构分析框架并从综合和整体的角度重新阅读它，强调一个新的范式，该范式将为“综合研究时期”开发课程。(2)重新考虑教师的实践能力，假设教师必须具备描述和解释自己的教学实践文本的能力。(3)开发一门课程，培养教师追求人与人之间更好关系的能力，“整合学习”将人置于课程的中心。少

项目成果

山崎 洋子: "総合・中心統合・インテグレーションの教育思想史"鳴門教育大学学校教育実践センター紀要. 第16. 51-61 (2001)

山崎洋子：《综合、中心整合、整合的教育思想史》鸣门教育大学学校教育实践中心通报第16号51-61（2001年）。

山崎 洋子, 西岡加名恵, 木村 裕三, 上田 憲嗣, 近森 憲助, 塩路 晶子: "<学力>をめぐる意味論の地平-真正性・状況認知・コオーディネーション・関係性,そして生成-"鳴門教育大学学校教育実践センター紀要. 第17. 95-109 (2002)

Yoko Yamazaki、Kanae Nishioka、Yuzo Kimura、Kenji Ueda、Kensuke Chikamori、Akiko Shioji：“围绕<学术能力>的语义视野——真实性、情境认知、协调、关系和生成——”鸣门教育大学学校教育实践中心通报。 17. 95-109 (2002)

梅澤 実: "総合的な学習の単元開発における教師集団の「知」の形成に関する事例研究"鳴門教育大学学校教育実践センター紀要. 第16巻. 79-87 (2002)

Minoru Umezawa：“综合学习单元发展中教师群体‘知识’形成的案例研究”，鸣门教育大学学校教育实践中心通报，16. 79-87（2002）。 ）

梅津 正美: "『社会科 中学生の歴史 最新版 教師用指導書』(「総合的な学習の時間」と「歴史的分野」との関連の項目)"帝国書院. 416(26-27) (2002)

梅津雅美：“《初中生社会学史最新版教师指南》（与‘综合学习时间’和‘历史领域’相关的项目）”帝国书院416（26-27）（2002年）。

西村 公孝, 魚住 京古, 中村 公久, 松川 貴彦: "国際理解教育への道"中部日本教育文化会. (2002)

Kimitaka Nishimura、Keiko Uozumi、Kimihisa Nakamura、Takahiko Matsukawa：“国际理解教育之路”日本中部教育文化协会（2002）。