An Analytical Research on the Classroom Teaching Conducted by Mr.Kihaku SAITO

1.齐藤喜白先生的课堂教学活动分为六类，即（1）自己进行的课堂教学，（2）自己的课堂教学解释，（3）在志摩小学时干扰课堂活动，（4）在退休后干扰课堂活动，（5）模拟教学，（6）在这种情况下干扰课堂活动。然后，对每一类别的实验方案进行了复制，其中特别包括了决策过程中的言语行为和非言语行为，并将所获得的一系列数据输入到名为“教学技能辅助系统”的计算机系统中，形成基础材料.基于教学过程和决策预测的结构化模型设计：由于教学行为的决策在课堂活动中得到了清晰的体现，因此，我们建立了一个被干预的课堂活动的结构化模型。以下三种方法用于开发结构 ...更多信息 教学行为的决策模型，并将学生的一系列反应-回答活动与教学行为的决策模型紧密联系起来，以此来分析齐藤喜博先生的课堂活动：（1）教学行为的分类;（2）教学行为序列的模式分析与评价;（3）介绍了课堂活动被标记为“一致性”后，模糊集的研究结果.在第50届年会上举行的两次研讨会“现在再次考虑齐藤纪白先生的课堂教学”（1和2）以及第51届圆桌会议上，根据Zenji MOCHIZUKI教授、Kaoru YOKOSUKA教授、Kiyoshi Takada教授和Mitsuhiro InOUE教授的演讲，展开了讨论，约有50名与会者参加。发表了讨论的综合报告，向与会者和有关人员提供。为了重现协议，与教师在志摩天进行了讨论，以完善齐藤喜伯先生的课堂行为。此外，还观察了维持教育学研究小组氛围的赤穗小学和东赤穗小学的活动，以制作研究参考协议。少

1. Mr. Kihaku SAITO's activities on classroom teaching were classified into six categories, namely (1) classroom teaching done by himself, (2) explanation of his own classroom teaching, (3) interfered classroom activities in his Shima Primary School days, (4) interfered classroom activities in his retired days, (5) simulated instruction, and (6) interfered classroom activities in that situation. Then the protocol of each category are reproduced, which, especially, include the verbal and non-verbal behaviours in decision making, and all series of data taken have been input into the computer system named "Teaching Skill Assited System" to create fundamental materials.2. Design of Structured Model based on the forecast of teaching-learning process and decision making: a structured model of the interfered classroom activities has been developed since decision making of teaching behavior is clearly shown within those activities. The following three approaches are applied to develop the stru … More cture of teaching-learning behaviours, and to represent series of students' response-answer activities which are closely connected to a decision making model of teaching behavior in order to analyze Mr. Kihaku SAITO's classroom activities: (1) category of teaching behaviour, 2) pattern analysis with assessment of instructional behavior sequences, and (3) introduction of the findings drawn from Fuzzy set since classroom activities are marked as vagueness.3. In two symposiums "Now again consider classroom teaching of Mr. Kihaku SAITO"(1 and 2) at the 50th annual meeting as well as round table in the 51th, based on the presentations by professors Zenji MOCHIZUKI, Kaoru YOKOSUKA, Kiyoshi TAKADA and Mitsuhiro INOUE, discussions were opened gathering about 50 participants. Synthesis of the discussion was published to deliver participants and those who are concerned.4. To reproduce the protocol discussion with teachers in Shima days to reproduce the protocol was conducted to refine Mr. Kihaku SAITO's classroom behavior. In addition to this the observation of activities in Akaho and Higashi-akaho Primary Schools which maintain the atomosphere of Study Group of Pedagogy was done to produce protocol for research reference. Less