Research on capability development of school subjects curriculum at the case of pre-service teacher training system faculty students.

分别有31.8%和30.8%的教师学生将算术课程理解为算术教育计划，理解为每个学校的算术教育计划/课程和评价。此外，在开发课程设计的重要性度量、评价实施的场景度量和时间度量、组织阶段度量和改进度量的率量表得分中，虽然出现了教师学生得分高于在职教师的结果，但并不能简单地认为教师学生的认可度高。此外，a类具有较高的三种类型的课程观和(1)教师主动/解释实践率量表得分，b类具有两种率量表得分。(2)平均位置，(3)学生主题和活动支持率量表得分提取高c类使用十个调查项目，评估一个课程的观点。从这些观点来看，在小学教师（39.4%）的情况下，它被提取出来，在初中教师（36.9%）的情况下，它被提取为a型，B型和c型。在教师学生的情况下，它可以说已经有28.4%，并且清晰的课程观点成为，有并且被视为一种类型。此外，与在职教师的情况相比，在教师学生的情况下，它是扩散的。特别是在评价现场、评价改进时间和评价改进率量表上，与在职教师案例相比，表现出相当高的得分。期望通过评价与改进相关的可能性。在教师培训体系中，教师按学科组织的一致课程的教育状况也将由此变得重要，以期提出理想的课程观和课程观，并为教师培训课程的开发进行部署。

31.8% and 30.8% of the faculty students understand Arithmetic curriculum as the plan of arithmetic education, and arithmetic educational plan / lesson and evaluation of each school. Moreover, in the rate scale score of the measure about the importance of the developed curriculum design, the scene of evaluation implementation and the measure about time, and the measure about evaluation of an organization stage, and an improvement, although the result in which a faculty student's score is higher than an incumbent teacher has come out, it is not thought simply that faculty students' recognition is high. Furthermore, Type-A with high three types about a lesson view and (1) teacher initiative / explanation practice rate scale score, Type-B which has both rate scale scores. (2) average position, and (3) student subject and an activity support rate scale score extracted high Type-C using ten investigation items which evaluate a lesson view. When considered from these viewpoints, in the case of primary school teacher(39.4%), it was extracted, and, in the case of the junior high school teacher(36.9%), was extracted as Type-A, and B and C. In the case of a faculty student, it can say for having come to have 28.4%, and the clear lesson view which becomes, there are and is seen as a type to it. Moreover, in the case of a faculty student, compared with an incumbent teacher's case, it is diffusion-like. The scene of evaluation, and time and the rate scale about the improvement of evaluation show the quite high score compared with an incumbent teacher's case especially. The expectation about a possibility of being related with the improvement by the evaluation. In a teacher training system faculty, the state of the education about a consistent curriculum organized by subjects will become important also from this with the view for raising the desirable curriculum view and the lesson view, and development of the teacher training curriculum for the deployment.