Development of Teaching Strategy for the Classroom Activity in the Computer-based Environments-focused on the dynamic geometry software-

许多数学教师对技术（包括动态几何软件）的课堂活动缺乏足够的教学策略。为此，在“几何构造器论坛”（http：//www.auemath.aichi-edu.ac.jp/teacher/iijima/gc/w2j/question2.htm）中制作了两个几何构造器（动态几何软件）特性提问的网页资源。另一个是基于Geometric Constructor的网络课堂教学视频库，我们开发了相应的软件工具。J-Editor是一个可以实现以下功能的软件：（1）可以编写和检查课堂活动录像的协议。(2)We可以使用它作为一个视频（MPEG文件）与字幕的观众。(3)We可以为Windows Media Video制作脚本文件以使用字幕。另一个是Protocol-1，利用J-Editor生成的数据，制作了一个关于视频的基本网络资源，并在爱知教育大学进行了职前培训，与多名初中教师进行了讨论。通过这些讨论，我们确定了动态几何软件的典型教学方式：（1）演示，（2）提出问题并讨论，（3）由原问题衍生出子问题的小组研究，（4）个人/小组讨论自己的问题，（5）合作讨论，（6）技能学习，（7）个别化学习。结果表明，这些教学模式下的教学策略与传统的“粉笔与谈话”教学模式下的教学策略不同。

Many mathematics teachers do not have enough teaching strategies for the classroom activity with technology (including dynamic geometry software). We planed to make clear them and make web-resource which is used in pre-service training and in-service training.For this purpose, we made two web resources, one is the corner of characteristic questioning of Geometric Constructor (dynamic geometry software) in the "Forum of Geometric Constructor"(http://www.auemath.aichi-edu.ac.jp/teacher/iijima/gc/w2j/question2.htm). The other is web video library about classroom activity with Geometric Constructor.To make this video library, we developped some software-tools. One of them is J-Editor, by which we can do following ; (1)We can write and check the protocol of the video-tape of classroom activity. (2)We can use it as a viewer of video (mpeg-file) with captions. (3)We can make script files for Windows Media Video to use captions. The other one is Protocol-1,by which we can make a fundamental web resource about the video from the data produced with J-Editor.We used these resources to pre-service training at Aichi University of Education and discussed with many junior high school teachers. From these discussions, we identified the typical teaching styles with dynamic geometry softwares as following ; (1)demonstration, (2)problem posing and discussi on, (3) gruop investigations about sub-problems derived original problem, (4)individual/group investigatoins about own problems, (5)collaborational investigatoin, (6)skill learning, (7)individualized learning. It was revealed that the teaching strategies with these teaching style are different from them with the traditional chalk-and-talk style.