Development and Evaluation of Integrated Digital Teaching Material for Information Studies

在日本，开设教师培训课程的大学很多都要求学生进行模拟教学实习，然后才开始在学校实习。2003学年，我们利用大仓开发的远程评价系统，对学生的模拟教学进行了记录。然后由一位经验丰富的高中教师对模拟课程的录音进行评估。他的评价以视频资料的形式展示给学生，并按照视频剪辑的时间顺序写下教师的评论。实践证明，该评价体系对提高学生的教学技能和教材质量有较好的效果，三位经验丰富的教师将学生改进、修订后的数字化教材应用于自己的课堂。然后，教师对学生的材料进行5级评价（5级：“可以用”4级：“需要改进”3级：“需要改进”2级：“需要相当大的改进”）。 ...更多信息 g”和1：然后将这些评价结果与另一位从相同角度和量表进行评价的教师所做的评价进行比较。11份教材中有7份得到了4分以上，这一点变得很明显。11份材料中有6份因改进和修改而获得4分以上。通过对数字化教材的分析，得出了学员在模拟课堂上制作的数字化教材是可以使用的，但需要改进的结论：目前我们已经有了几乎完整的教材，包括视频、教材、印刷版试题、网络试题等，但这些独立的教材并不统一、不同步，也没有相互作用。教师只在这些单独的材料中挑选他们认为适合他们教学计划的章节或部分的材料。我们认为，这些材料单独使用或单独使用时，效果并不理想。当然，从“信息伦理学”的观点出发，引导学生从概念性内容走向具体内容也很重要。因此，视频可以成为一个非常有效的工具。然而，目前的视频形式使教师很难将其纳入教学计划或教学计划中：视频是一维的，不能灵活使用。但是当视频转换成DVD时，由于DVD的机械特性，教学方法变得更加灵活和多样化，我们的系统有效地利用了视频与“写在黑板上的文本示例”幻灯片同步的机制，这些幻灯片连接到视频的每个场景。此外，我们还开发了一种机制，使问题同步到现场，并显示在弹出窗口。少

Many universities in Japan offering teacher training courses require their students to carry out simulated teaching practice before they actually begin teaching as trainees in their assigned schools.In the 2003 academic year, we recorded simulated lessons of our students by the remote evaluation system that Okura had developed. The recordings of the simulated lessons were then evaluated by an experienced high school teacher. And his evaluation was shown to the students in the form of video data together with the teachers' comments written in line with the time sequence of the video clip. This evaluation system proved quite effective in improving the students' teaching skills and teaching materials.Three experienced teachers used the students' improved, revised digital teaching materials in their own class. Then the teachers evaluated the students' materials by the scale of 5(5 : "good to use as they are" 4 : "need a little improving" 3 : "need improving" 2 : "need considerable improvin … More g" and 1 : "impossible to use as they are").These evaluation results were then compared with the evaluation done by another teacher who did the evaluation from the same point of view and scale. It became dear that seven out of 11 teaching materials received more than four points. Six materials out of 11 received more than four points because of their improvement and revision. Then, we have come to the conclusion that the digital teaching materials made by the student trainees in their simulation dass were usable, if improved a little.Today, we have almost complete sets of teaching materials--the video, the textbook, the printed test book, the Web test book, etc. These independent teaching materials, however, are not incorporated, synchronized, nor interacted each other. Teachers only pick up among these separate materials the ones that they think suitable to the chapters or sections of their teaching programs. And we believe that these materials are not being used most effectively when used separately or independently.Of course, it is important, from the viewpoint of the "information ethics," to guide students from the conceptual content to concrete one. And for this purpose, the video can be quite an effective tool. However, the present form of the video makes it difficult for teachers to incorporate it into their teaching programs or instruction plans : the video is one-dimensional, and cannot be used flexibly. But when the video is transformed into the DVD, as our system has done, teaching methods become more flexible and diversified because of the DVD's mechanical characteristics.Our system has made an effective use of mechanism in which the video is synchronized with slides of "text examples written on a blackboard" which are connected to each scene of the video. Also, we have developed a mechanism which enables the questions to be synchronized to the scene and displayed in the pop-up window. Less