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A synthetic research on the formation of competence of Japanese language teacher using the life history approach

运用生活史方法对日语教师能力形成进行综合研究

基本信息

批准号：
21520553
负责人：
KANG Fengli
金额：
$ 2.75万
依托单位：
Suzuka University of Medical Science
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2009
资助国家：
日本
起止时间：
2009 至 2011
项目状态：
已结题

项目摘要

The case study over three years can be divided roughly into two as follows.1. Individual Case Study 2. Comparative Case StudyWe picked up Mrs. W and Mrs. K who are completing an individual teaching style as an individual case study and clarified the career and life history.As a result, in both, it became clear that change of a view and formation of a teaching style are performed simultaneously. There are a limit in technocracy understanding(technical acquisition and application) the individual aspect of an actual teacher's growth, so we should be understood in the dynamic relation of formation between the change of a view, and a teaching style in them.We performed the sampling which makes the difference between educational conditions or environment the maximum as a comparative case study. In domestic, two skillful Japanese teachers' comparative research was done, and comparative research with the Chinese Japanese language teachers in China was done. As a result, the similarity of the kind which has exceeded conditions and environment to the skillful teacher was able to be found out. It can be called "a double response".If the essence of a lesson was on communication at all, the deposit of "the double response" was expected. Having crawled on the antenna using the senses and catching a student's reaction, even if the skillful teacher was in the form of a one to many lesson, deployment of a lesson and influence are performed in an instant, and it became clear to demonstrate "the double response" very highly.

三年以上的案例研究大致可以分为以下两个方面。个案研究2.比较个案研究我们选取了正在完成一种个人教学风格的W女士和K女士作为个案研究，阐明了她们的职业生涯和生活经历。结果，在她们身上，很明显，观念的改变和教学风格的形成是同时进行的。技术统治论对教师成长的个体层面（技术的获得和应用）的理解是有限度的，因此，我们应该从观念的变化和教学风格的形成之间的动态关系中来理解。我们进行了一个比较案例研究，即使教育条件或环境之间的差异最大化的抽样。在国内，对两名熟练日语教师进行了比较研究，并与中国的日语教师进行了比较研究。其结果是，能够发现与熟练教师的相似性已经超过了条件和环境。如果说一堂课的本质在于沟通，那么“双重回应”的存款是可以期待的。在天线上爬行使用的感官和捕捉学生的反应，即使熟练的老师是在一对多的教训的形式，部署的教训和影响是在瞬间执行，它变得清晰，以证明“双重响应”非常高。