Development of course models and evaluation models of introductory sciences

在本研究中，我们把注意力集中在日本研究型大学的基础科学教学。与美国和英国的同行相比，分析了课程的水平和内容。与此同时，我们还开发了针对新型学生的示范课程，这些学生的技能和能力与传统学生相比更加多样化。首先，我们访问了一些以独特而有效的科学教育而闻名的先进大学。特别是加州伯克利大学的化学导论课程Chem 1A，对课程大纲和教学内容的再思考起到了促进和启发作用。第二，我们参加了由物理学和生物学教师实施的北海道大学理科导论课程的改进项目。我们的一些成员实际上组织了试点课程并创建了内容。这种方法受到伯克利的影响，但也有许多新的想法和创意，以科普日本学生。这是该项目最成功的部分之一。第三，对助教的制度化和培训进行了广泛的研究。我们帮助北海道大学的助教培训课程，并以字母组合的形式总结了经验（“助教的作用：助教手册，玉川大学出版社。154页）。第四，结合高等教育中的科学导论课程，研究了评价的方法和原则。因此，我们建议重新思考大学导论科学的学习策略，开发适合当代学生的新型课堂，引进具有适当教学技能的助教。

In this research, we focus our attention on the teaching of basic sciences in research universities in Japan. The level and contents of the courses were analyzed in comparison with the counterparts in the United States and the United Kingdom. At the same time, we developed model courses to coped with the new type of students, those skills and ability were much more diverse in comparison with traditional students.First, we visited some of the advanced universities famous for unique and effective science education. In particular, introductory chemistry, Chem 1A, in the University of California Berkeley was stimulative and suggestive in reconsidering programs and contents of the courses.Second, we joined a project for improving introductory science courses in Hokkaido University that was conducted by faculty members of physics and biology. Some of our member actually organized pilot classes and created the contents. The method was influenced by the counterpart of Berkeley, but a lot of new idea and originalities were born to cope with Japanese students. This is one of the most successful parts of this project.Third, an extensive research was made on the institutionalization and training of teaching assistants (TA). We helped the TA training courses in Hokkaido University and summarized the experiences in a form of monogram ("The Role of Teaching Assistants : TA Manual, Tamagawa Univ. Press. 154 pages). The manual was utilized in many universities in the country.Forth, the method and principle of evaluation were studied in conjunction with introductory science courses in higher education. Emphasis was put on student evaluation to improve the quality of the classes.In summary, we propose to reconsider the learning strategy of introductory sciences in university, to develop new style class attractive for contemporary students, and to introduce teaching assistants with appropriate teaching skills.