The formation of teaching style and culture of school through using an approach of life history

运用生命史的方法形成学校的教学风格和文化

基本信息

批准号：
18530699
负责人：
MORIWAKI Takeo
金额：
$ 2.4万
依托单位：
Mie University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2006
资助国家：
日本
起止时间：
2006 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-18530699/
关键词：
an approach of life history formation of class study culture of school action research culture of teachers 授業スタイルカリキュラム経験

项目摘要

The first result is to have clarified the effectiveness of the approach of the life history as the class study. It was normal that the class analysis was performed by a unit conventionally for one hour. Analysis was performed at the level of one unit even if long. By these analysis, a range of the analysis did not contain the class-style of the person of class. The class-style of the person of class extremely gives a class big influence. The formation of the class-style and the transformation are clarified for the first time by approach of the life history. The second result is a class study in the elementary school attached to Nara Women's University and development named Sara of the life history interview. The collaboration with Hajime Obata was performed as action research. The collaboration with Hajime Obata was performed as action research. In addition, I performed an interview to the teacher whom it was transferred to newly, and it became clear that school culture carried out a considerably big role for the formation of the class-style.The third result is the making of some circumferential monographs. At first I analyzed it by methodology same as the top and interpreted how a teacher formed class-style in a Japanese school and clarified a process of the formation of the class-style. Of construction of the proud skill for oneself, the class experience look back, and class-style is formed in relations with the fellow worker again. In addition, I did it for Kayoko Kawasaki, and life history interviewed it how the teacher culture that was able to include not only the school culture but also circles affected the formation of the class-style and was able to clarify I could include the level of the outlook on class from the making of class, and how teacher culture was concerned with the formation of the class-style

第一个结果是阐明了作为课堂研究的生活史方法的有效性。正常的类别分析是由单元常规进行一小时进行的。即使很长，也要在一个单元的级别上进行分析。通过这些分析，一系列分析不包含班级人的班级风格。班级人的班级风格极大地影响了班级。通过接近生活史，首次阐明了阶级风格和转型的形成。第二个结果是在奈良妇女大学（Nara Qually's University）附属的小学中进行的集体研究和名为《人生历史访谈的萨拉》（Sara）的发展。与Hajime Obata的合作是作为行动研究进行的。与Hajime Obata的合作是作为行动研究进行的。此外，我对被转移到新的老师进行了一次采访，很明显，学校文化对班级式的形成扮演了相当大的角色。第三个结果是制作了一些圆周的专着。起初，我通过与顶部相同的方法进行了分析，并解释了教师如何在日本学校形成班级风格，并阐明了班级式形成的过程。在自己的骄傲技能的建设中，班级的经验回顾了，并且在与同胞工人的关系中形成了班级风格。此外，我为Kayoko Kawasaki做到了这一点，生活史采访了它如何不仅包括学校文化的教师文化，而且还影响了班级风格的形成，并且能够澄清我可以从班级的班级中以及教师文化如何关注课堂文化的阶级文化水平