权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

The Support System to Share the Rubrics and Teaching Tips for Technical and Academic Writing

分享技术和学术写作的评分标准和教学技巧的支持系统

基本信息

批准号：
20500830
负责人：
KATO Yukari
金额：
$ 2.83万
依托单位：
Tokyo University of Agriculture and Technology
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2008
资助国家：
日本
起止时间：
2008 至 2010
项目状态：
已结题

项目摘要

The purpose of this research is to extract key principles and criteria and develop e-portfolio learning for assessing teaching and learning.In 2008, the research assesses the benefits of a multimedia e-Learning environment in a pre-college language program in engineering education, based on the moodle platform (http://moodle.elp.tuat.ac.jp/moodle/login/index.php). In order to engage a wider range of students, engineering faculty paired up with Japanese language teachers to develop an e-Learning system, creating four modules that include video lectures, auto glossary for technical terms, reading materials with narration, and two types of comprehension activities.In 2009, we collected the data of teaching methodology and materials by conducting "lesson study." We also developed the peer review system (FD Commons) to support lesson study and self reflection for educational improvement. We organized lesson study group and conducted three pilot studies during the 2009 spring term.In the final year of this research project, five faculty member and three teaching assistants participated from April, 2008 to March, 2010. Based on this practice, we reported how this collaboration between faculty developers and professors shaped our understanding of common criteria for assessing teaching and learning. The successive trials revealed the following three points : (1) reviewers comments were recorded from more descriptive view point than prescriptive and predictive viewpoints. (2) prescriptive comments related to teaching skills and methodology were repeatedly recorded during the same class observation, and (3) because of improving writing and talking skills, negative comments were reported less than at beginning with respect to basic teaching skills.

本研究的目的是提取关键的原则和标准，并开发电子档案袋学习评估teachingandlearning.In 2008年，研究评估的好处，在大学预科工程教育的语言课程的多媒体电子学习环境，基于Moodle平台（http：//moodle.elp.tuat.ac.jp/moodle/login/index.php）。为了让更多的学生参与进来，工学院与日语教师合作开发了e-Learning系统，包括视频讲座、专业术语自动词汇表、带解说的阅读材料和两种理解活动等4个模块。2009年，通过“课程研究”收集了教学方法和教材的数据。“我们还开发了同行评审系统（FD Commons），以支持课程研究和自我反思，以改进教育。在2009年春季学期，我们组织了课题研究小组，并进行了三次试点研究。在本研究项目的最后一年，五名教师和三名助教参加了2008年4月至2010年3月。基于这种实践，我们报告了教师开发人员和教授之间的这种合作如何塑造了我们对评估教学和学习的共同标准的理解。连续的试验显示以下三点：（1）评论者的评论更多地从描述性的角度而不是规定性和预测性的角度记录。(2)与教学技巧和方法有关的规定性评论在同一个班级观察中被重复记录;（3）由于写作和谈话技巧的提高，关于基本教学技巧的负面评论比开始时少。