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Development of course models and evaluation models of introductory sciences

科学入门课程模型和评估模型的开发

基本信息

批准号：
16300245
负责人：
OGASAWARA Masaaki
金额：
$ 6.14万
依托单位：
Tokyo University of Agriculture and Technology (2006)Hokkaido University (2004-2005)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

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.

在本研究中，我们关注的是日本研究型大学的基础科学教学。对课程的水平和内容进行了分析，并与美国和联合王国的相应课程进行了比较。同时，我们开发了适应新类型学生的示范课程，与传统学生相比，这些学生的技能和能力更加多样化。首先，我们参观了一些以独特而有效的科学教育而闻名的先进大学。特别是加州大学伯克利分校的入门化学化学，在重新考虑课程计划和内容方面具有启发性和启发性。第二，我们参加了北海道大学物理和生物学教职员工开展的一个改进入门科学课程的项目。我们的一些成员实际上组织了试点课程，并创建了内容。这种方法受到了伯克利分校的影响，但为了应对日本学生，诞生了许多新的想法和创意。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，并以字母符号的形式总结了经验(《助教的角色：助教手册》，玉马川大学出版社，154页)。该手册在国内许多大学使用。4.结合高等教育中的导论科学课程，研究了评价的方法和原则。强调学生评价，以提高课堂质量。综上所述，我们建议重新思考大学导论科学的学习策略，开发对当代学生有吸引力的新型课堂，并引入具有适当教学技能的助教。