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DEVELOPMENT OF BOTH TEACHERS PRACTICE SKILLS ON "DISCUSSION-BASED CLASSROOM TEACHING" AND TEACHING-SUPPORT SYSTEM

双方教师“课堂讨论教学”实践技能及教学支持体系的发展

基本信息

批准号：
14201016
负责人：
MARUNO Shunichi
金额：
$ 27.62万
依托单位：
KYUSHU UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (A)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-14201016/
关键词：
Developmental model guiding practice of "discussion-based classroom teaching"Building a community of learning Developmental processes of a teacher Implicit rules in classroom rules invigorating or activating discussions Teaching-support system

项目摘要

Major achievement of our 3 year project can be summarized as follows :(1)We constructed a practitioner's developmental model that guides "discussion-based classroom teaching, using discussion activities". This model assumes that the 3 domains are involved: Abilities of listening, speaking, and discussing in classrooms. This model specifies developmental orders and sequence of what attitudes and skills should be taught.(2)Through the collaboration between practitioners (teachers) and researchers, we have built "a community of learning" in order to clarify possible problems when putting discussion-based classroom teaching into practice, as well as to develop new teaching techniques that are practical and usable for teachers in classroom. In order to get this community of teaching, or a teaching-support system, moving effectively, we gave teachers a series of training and lecture sessions that focused on improving their teaching techniques and analyzed the process of their development as a teacher (practitioner). This endeavor resulted in the construction of a model of teachers' development.(3)We analyzed implicit rules in classroom that inhibit children's discussion activities and identified the rules that should be shared among teachers and children in order to bring about discussion activities effectively. Furthermore, we found concrete ways of teachers' questioning that support "discussion environment" and teaching strategies that widen and deepen discussions.(4)Continual training of teaching strategies/techniques mentioned in (2) and (3) was demonstrated to enhance classroom teaching practice, based upon discussion, and to improve teachers' teaching ability tremendously.

三年来的主要成果可以概括为：（1）构建了以“讨论式课堂教学，讨论式活动”为指导的实践者发展模式。该模型假设三个领域的参与：听，说，并在课堂上讨论的能力。该模型指定了发展顺序以及应教授的态度和技能的顺序。（2）通过实践者（教师）和研究者的合作，我们建立了“学习共同体”，以澄清讨论式课堂教学在实践中可能出现的问题，并开发出对教师来说实用和可用的新的教学技术。为了让这个教学社区或教学支持系统有效地运行，我们为教师提供了一系列培训和讲座，重点是提高他们的教学技巧，并分析他们作为教师（实践者）的发展过程。这一奋进的结果是建立了一个教师发展模式。(3)We分析了课堂中抑制儿童讨论活动的隐性规则，并找出了有效开展讨论活动需要教师和儿童共享的规则。此外，本研究还发现了支持“讨论环境”的教师提问的具体方式，以及拓宽和深化讨论的教学策略。（4）通过对（2）、（3）中所提到的教学策略/技巧的持续培训，在讨论的基础上加强了课堂教学实践，极大地提高了教师的教学能力。