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Development of Hands-on Teaching Materials for International Science Teacher Training and It's Evaluation

国际科学教师培训实践教材的开发与评价

基本信息

批准号：
17300250
负责人：
IKEDA Hideo
金额：
$ 10.84万
依托单位：
Hiroshima University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

项目摘要

Hands-on activity in science classroom education is very much important not only in developed countries but also in under developing countries, In under developing country, simplification of the method, adaptation for the environment which can be available in the local diverse situation are necessary for the development of hands-on activity. At the same time syllabus and textbook analysis are also important.In this study some international cooperation projects which were carried out by Hiroshima University through Japan International Cooperation Agency (JICA) were historically and comparatively analyzed. Then international cooperation systems through JICA are analyzed especially in Japan Overseas Cooperation Volunteers JOCV system, and project type international cooperation.The followings are revealed from this research: 1) In Philippine project, cascade model was introduced in the system and many teacher in-service programs and teaching materials in science education are developed. In Kenya project, the cascade model was inherited in the system, but the local in-service science teacher training was much more focused in the districts. In Bangladesh project, several pilot local districts were selected and special teaching packages are developed. In Zambia project, JOCV group dispatch was introduced. 2) Syllabus and text book analysis were carried out in Bangladesh science education, and some hands-on activities which can be used in in-service teacher program are trialed and evaluated.

科学课堂教育中的实践活动不仅在发达国家非常重要，在发展中国家也非常重要。在发展中国家，方法的简化、对当地不同情况下可用的环境的适应对于开展实践活动是必要的。本研究对广岛大学通过日本国际协力事业团（JICA）开展的国际合作项目进行了历史分析和比较分析。通过对JICA国际合作体系的分析，特别是对日本海外合作志愿者JOCV体系和项目型国际合作的分析，本研究发现：（1）菲律宾项目在国际合作体系中引入了级联模式，开发了许多科学教育教师在职培训项目和教材。在肯尼亚项目中，系统中继承了级联模式，但当地在职科学教师培训更侧重于地区。在孟加拉国的项目中，选择了几个试点地方地区，并制定了专门的成套教学材料。在赞比亚项目中，引入了JOCV集团调度。2)对孟加拉国科学教育的教学大纲和教科书进行了分析，并对一些可用于在职教师培训的实践活动进行了试验和评估。