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

The development of the explorative cooperative-type curriculum about comprehensive learning

探究式合作型综合学习课程的开发

基本信息

批准号：
12610232
负责人：
TASHIRO Takaaki
金额：
$ 0.96万
依托单位：
Iwate University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2001
项目状态：
已结题

项目摘要

On the comprehensive learning (integrated learning) as the explorative cooperative model, it is important for children to participate in each scene of "the subject setting, the exploration activity, the evaluation" through learning process.It is the point how it improves the capacity for the children to be able to decide the issue in the cooperation with the teachers, i.e. the capacity for the child to participate the learning process which included problem setting (the theme decision) from the developmental viewpoint.The explorative cooperative type of curriculum is thought as the developmental three steps, (1) teacher proposal - teacher dicision type, (2) teacher proposal - child involvement (the choice) type, (3) cooperative decision type of teacher and child.Moreover, it combines these three steps with two dimensions of the education contents (the theme setting) and the way (the learning style) of educating, it sets six categories. And the educational practice which develops the child participation must be planned for comprehensive learning.Also, as for the explorative cooperative model of comprehensive learning, the various cooperation of doing children mutual, the children and the teacher, or the people and the supporter in the area and so on is demanded for.It becomes necessary to create a cooperative scene with the other person beyond the form of the individual learning style.In this research, it analyzed the explorative cooperative model of elementary school curriculum through the cooperative learning model of an undergraduate and children.

论综合性学习综合学习作为一种探究式的合作学习模式，幼儿在学习过程中参与"课题设置、探究活动、评价"的各个环节，是提高幼儿在与教师合作中自主决策能力的关键，即儿童参与包括问题设置在内的学习过程的能力从发展的观点看，探究合作型课程的发展分为三个阶段：（1）教师建议-教师决策型，（2）教师建议-儿童参与（选择）型，（3）师幼合作决策型，并将这三个步骤与教育内容（主题设置）和教育方式（学习方式）两个维度相结合，设置了六个类别。而发展幼儿参与的教育实践必须是有计划的综合性学习，而综合性学习的探索性合作模式，是幼儿与教师、幼儿与教师之间的各种合作，或当地的人和支持者等。有必要超越个人学习的形式，与其他人创造一个合作的场景本研究通过一名小学生与幼儿的合作学习模式，分析了小学课程的探究性合作模式。