An Empirical Study on the Relationship Structure of Decision-makings in Schools

(1)访谈和初步问卷调查的结果在算术教学中，许多教师在教授代数和几何的基本概念时感到困难，并且面临着与父母价值观的多样性有关的儿童道德下降的问题。一些教师和学校努力解决这些问题，但也有一些教师和学校没有解决这些问题。(2)问卷调查的结果本文于2001年10月至11月对关东地区某小学四年级班主任1080名教师进行了问卷调查。强调向有能力的学生教授先进材料、培养数学直觉或培养逻辑思维的教师倾向于使用更多的教学方法。考虑到完成学校和/或年级的教育目标和目标的教师倾向于使用更多的教学方法。教师掌握了更多的信息来源，以获得更多的数学教学思路，倾向于使用更多的教学方法。在教师相互理解和合作教学的学校里，教师倾向于使用更多的教学方法。使用较多教学方法的教师往往认为算术教学的目标已经完成。

(1) Findings from interviews and a preliminary questionnaire researchIn arithmetic teaching many teachers feel difficulties in teaching basic concepts of algebra and geometry, and face the problems of declining moral of children in connection with the diversity of values of their parents. Some teachers and some schools make efforts to solve these problems but there are some teachers and schools who do not tackle these problems.(2) Findings from a questionnaire researchA questionnaire research was conducted from October to November 2001 to 1,080 primary school teachers who were in charge of a 4th grade class in Kanto area.1. Teachers who emphasize teaching advanced materials to able pupils, fostering mathematical intuition, or fostering logical thinking tend to use more teaching methods.2. Teachers who consider accomplishing educational objects and goals ot the school and/or of the grade tend to use more teaching methods.3. Teachers who have more information source to get ideas of arithmetic teaching tend to use more teaching methods.4. In schools where teachers understand each other and cooperate in teaching teachers tend to use more teaching methods.5. Teachers who use more teaching methods tend to think that the goals ot arithmetic teaching are accomplished.