Practical studies of the systematic development of an empirical curriculum for the teacher training course under the new teaching licensing law

(1)根据2000年的问卷调查结果，将全国范围内的友谊项目分为五类。(2)通过对学生问卷和论文的分析，实证地表明，广崎大学教育学院的参与式社会教育友谊项目是一项重要的教师培训计划。(3)以新宿大学的“新代友谊会”和“全国友谊活动”为案例，考察了友谊项目的教育效果，并制定了一套掌握儿童理解和指导技能的基础知识，培养规划和想象能力的体系。(4)通过与教学实践和友谊项目的比较，对学生的“学习”提出了以下三点：(1)培养学生对实践的目标和内容的态度和力量，不是自上而下的方法，而是自主的。(2)生成可修改为无定形类型的默会知识。(3)认识到实践是和和孩子打交道的朋友一起进行的。(5)根据《以教学实践为主要支柱的经验性课程问卷调查》的结果，根据大一至大四的教学实践课程，梳理了全国范围内的趋势和特点。

(1) On the basis of the results of a questionnaire conducted in 2000, it was found that the nationwide friendship projects were classified into five types.(2) From the analysis of students' grams and essays, it was empirically shown that the participatory social education friendship project of Hirosaki University Faculty of Education was a significant teacher training program.(3) The educational effects of the friendship projects were examined using, as cases, the "Shindai YOU Yuh Hiroba" of Shinshu University and the "nationwide friendship activities," and a system was drawn out whereby the basics of child understanding and guiding techniques are acquired, and planning and imagining abilities are developed, and hence shared with other universities.(4) In comparison with the teaching practice and the friendship projects, the following three points were indicated regarding the student "learning" : (1) To develop the attitude and power used for the objective and content of practice not with the top-down approach but on their own. (2) To generate a tacit knowledge that can be revised for an amorphous type. (3) To recognize that practice is carried out together with friends who deal with children.(5) Based on the results of "the questionnaire survey on the empirical curriculum using teaching practice as a main pillar," the nationwide trends and characteristics were sorted out according to the teaching practice curriculum for freshmen up to seniors.