Analysis and application of teachers'resource management ability in scienee and technology subjects lessons

1. 教师资源管理活动的开展教师在选择和处理大量资源的基础上进行课程设计。科技课堂安排了许多特殊的学习活动和学习资源，资源管理能力对科技教师非常重要。我们收集了环境教育、科学、技术、算术、信息教育等课程，分析了每位教师在资源选择和教材建设过程中的想法。我们建立了教师的两个重要资源管理能力。一种是在时间约束条件下“连接”每节课，另一种是在“空间约束条件”下“连接”课堂内外。教师资源管理能力培养的试验与评价网络学习课程为在职教师资源管理能力培养设计了两门网络学习课程。一个是使用ICT“连接”课程和空间（Mashiko指导），另一个是将认知心理学理论应用于教材开发（Kawakami指导）。这些课程作为定期在职教师培训课程在熊本县教育中心实施。这两门课程的实践时间都在三个月左右。第一天，教师通过视频会议系统讲解理论，教师学员在课堂上开发和实践教材。同时，教师和学员可以利用视频会议系统和LMS（学习管理系统）讨论教材的设计。进行课程。课程评价采用财富线法。研究表明，随着培训的推进，开发教材的愿望有所提高，并且在完成课程后这种愿望仍在继续。

1. Development of teachers' resource management activityTeachers' are designing lessons based on selecting and processing many resources. Resource management abilities are very important in science and technology teachers, because many special learning activities and resources are arranged in science and technology classes. We have collected following lesson environmental education, science, technology, arithmetic, information education, and analyzed each teachers' idea in resource selection and teaching material construction processes. We have founded teachers' two important resource management ability. One is "connect" each lesson as condition of time constraints, the other is "connect" classroom inside and outside as "condition of spacial constraints".2. Trial and evaluation of teachers' resource management ability development e-learning courseTwo e-learning course where designed for in-service teachers' resource management ability development. One was "connect" lessons and spaces with ICT use (directed by Mashiko), the other was application of cognitive psychology theory to teaching materials development (directed by Kawakami). These courses were implemented as regular in-service teacher training course at Kumamoto prefecture education center. Both of the courses were practiced at the period of about three months. First day, theory was explained by instructor through video conference system, and teacher learners were to develop and to practice teaching materials in their class. Instructor and each learner were able to discuss about design their teaching materials using video conference system and LMS (Learning Management System) while. proceeding course. Fortune line method was conducted for course evaluation. It was shown that the desire for developing teaching material improved as training was advanced and the desire continued after complete course.