A Study on The Effectiveness of Team-Working at the Curriculum Development of Integrated Learning.

团队合作在整合学习课程开发中的有效性研究。

• 批准号: 09680224
• 负责人: MURAKAWA Masahiro
• 金额: $ 1.34万
• 依托单位: Naruto University of Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1997
• 资助国家: 日本
• 起止时间: 1997 至 1998
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09680224/
• 关键词: Integrated Learning; Curriculum Development; Team-working; Team-teaching; 総合的な学習; ティーム・ティーチング

We have cooperative research system with the pilot elementary schools (Tokushima pref. Kirai j.s., Kyoto city Goshominami e.s., attached e.s. to Jouetu uni. of education, Yokohama city Hie e.s. and so on.) and junior-high schools (atached j.h.s. to Naruto uni. of education, atached j.h.s. to Fukuoka uni. of education, and so on.) studied on curriculum development of integrated learning. We researhed on interactions teachers' team-working and curriculum development of integrated learning, preparing emvironments to learn, instractions, learning evaluations, cooperation with comunities and homes by interviews to teachers and analizing reports about their instractions.The main results are as follows.(1) We could find out many types about curriculum development of integrated learning by same grade teachers' team-working. 1) Taking team-teaching at all processes, 2) Taking team-teaching partially, 3) Preparing selectable courses for pupils and taking the several parts, 4) Taking same theme b … More it differrent approches between classes, 5) Taking differrent theme and differrent approches between classes. We can find out difference between schools about the decidion-making of purposes and contents, activities of curriculum development of integrated learning, valances of eqaulity and originality between classes, concrete practical problems.(2) We could find out common problems about curriculum development of integrated learning It is a valance of eqaulity and originality, continuality of school curriculum in a school and between the differrent grades and each classes. 1) Curriculum structure from many integrated learning types, 2) Systematization of learning contents and abilities, 3) Making same approach model to make learning unit, 4) Reports of each learners' learning outcomes and formative self-evaluation by learners, and so on.(3) It is necessary to make clear the relationship that how the teachers coming from another schools and young teacher understand the each paticlar school curriculum, and different types of team-working. Less

与试点小学（德岛县吉井学校、京都市立御所南学校、上卫教育大学附属学校、横滨市立日惠学校等）、初中（鸣门教育大学附属学校、福冈教育大学附属学校等）建立了合作研究制度。 ）对整合学习的课程开发进行了研究。通过对教师的访谈和教学报告的分析，对教师团队合作与整合学习课程开发的互动、学习环境准备、辅导、学习评价、社区和家庭合作等方面进行了研究。主要结果如下：(1)同年级教师团队合作可以发现整合学习课程开发的多种类型。 1）全过程采取团队教学，2）部分采取团队教学，3）为学生准备可选课程并分部分进行，4）班级之间采取相同的主题和不同的方法，5）班级之间采取不同的主题和不同的方法。找出学校间在整合学习课程开发目的和内容的决定、整合学习课程开发活动、班级间平等性和原创性的价值、具体实际问题等方面的差异。(2)找出整合学习课程开发的共性问题。即学校课程在学校内、不同年级、各班级之间的平等性和原创性、连续性等问题。 1）多种综合学习类型的课程结构，2）学习内容和能力的系统化，3）制作相同的方法模型来制作学习单元，4）每个学习者的学习成果报告和学习者形成性的自我评价等等。（3）有必要明确外校教师和年轻教师如何理解各个学校课程以及不同类型的团队合作之间的关系。较少的

项目成果

村川 雅弘: "総合的学習のカリキュラム作成" 吉田貞介監・黒土晴天編『総合的学習をつくる』. 77-91 (1999)

Masahiro Murakawa：“创建集成学习课程”由 Teisuke Yoshida 和 Haruten Kurotsuchi 编辑“创建集成学习”77-91 (1999)。

村川雅弘: "総合的学習への期待" 教育研究(初等教育研究会). 1149号. 12-15 (1997)

村川正宏：《综合学习的期望》教育研究（基础教育研究组）第1149. 12-15（1997）。

村川 雅弘: "総合的学習のカリキュラムと実践課題" IMETS. 126号. 36-41 (1997)

Masahiro Murakawa：“综合学习的课程和实践任务”IMETS No. 126. 36-41 (1997)。

Masahiro MURAKAWA: "Curriculum development of integrated learning and Teacher's supports." Proposal of Curriculum fitting to Education contents at 21 Century, Japan Academic cooperative foundation. 428-440 (1997)

Masahiro MURAKAWA：“整合学习的课程开发和教师的支持。”

Masahiro MURAKAWA: "Curriculum development of integrated learning" Education Outlooks No.4781 Japan Educational Research Institute. 38-47 (1998)

村川雅宏：《整合学习的课程开发》教育展望No.4781 日本教育研究所。