DEVELOPMENT OF BOTH TEACHERS PRACTICE SKILLS ON "DISCUSSION-BASED CLASSROOM TEACHING" AND TEACHING-SUPPORT SYSTEM

3年项目的主要成果如下：(1)构建了“以讨论为基础，以讨论活动为基础的课堂教学”的实践者发展模式。该模型假设涉及三个领域：听力、口语和课堂讨论能力。这个模型指定了应该教授的态度和技能的发展顺序和顺序。(2)通过实践者（教师）和研究者之间的合作，我们建立了一个“学习共同体”，以澄清在实施讨论式课堂教学时可能出现的问题，并开发出新的教学技巧，以供教师在课堂上使用。为了让这个教学社区或教学支持系统有效地运作，我们为教师提供了一系列的培训和讲座，重点是提高他们的教学技巧，并分析他们作为教师（实践者）的发展过程。这一努力促成了教师发展模式的构建。(3)分析了课堂内隐规则对儿童讨论活动的抑制作用，确定了教师和儿童之间应该共享的规则，以便有效地开展讨论活动。此外，我们还发现了支持“讨论环境”的教师提问的具体方式和扩大和深化讨论的教学策略。(4)在讨论的基础上，(2)和(3)中提到的教学策略/技巧的持续培训被证明可以加强课堂教学实践，并极大地提高教师的教学能力。

Major achievement of our 3 year project can be summarized as follows :(1)We constructed a practitioner's developmental model that guides "discussion-based classroom teaching, using discussion activities". This model assumes that the 3 domains are involved: Abilities of listening, speaking, and discussing in classrooms. This model specifies developmental orders and sequence of what attitudes and skills should be taught.(2)Through the collaboration between practitioners (teachers) and researchers, we have built "a community of learning" in order to clarify possible problems when putting discussion-based classroom teaching into practice, as well as to develop new teaching techniques that are practical and usable for teachers in classroom. In order to get this community of teaching, or a teaching-support system, moving effectively, we gave teachers a series of training and lecture sessions that focused on improving their teaching techniques and analyzed the process of their development as a teacher (practitioner). This endeavor resulted in the construction of a model of teachers' development.(3)We analyzed implicit rules in classroom that inhibit children's discussion activities and identified the rules that should be shared among teachers and children in order to bring about discussion activities effectively. Furthermore, we found concrete ways of teachers' questioning that support "discussion environment" and teaching strategies that widen and deepen discussions.(4)Continual training of teaching strategies/techniques mentioned in (2) and (3) was demonstrated to enhance classroom teaching practice, based upon discussion, and to improve teachers' teaching ability tremendously.