| Project/Area Number |
05680178
|
|---|
| Research Category |
Grant-in-Aid for General Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Research Field |
Educational technology
|
|---|
| Research Institution | Naruto University of Education |
|---|
Principal Investigator |
MURAKAWA Mashiro Naruto Univrsity of Education, College of Education, Associate Professor, 学校教育学部, 助教授 (50167681)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
SAKO Hidekazu Naruto Univrsity of Education, College of Education, Asoociate Professor, 学校教育学部, 助教授 (30153969)
|
|---|
| Project Period (FY) |
1993 – 1994
|
| Project Status |
Completed (Fiscal Year 1994)
|
| Budget Amount *help |
¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 1994: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 1993: ¥1,200,000 (Direct Cost: ¥1,200,000)
|
|---|
| Keywords | Life Environmental Studies / Curriculum Development / Curriculum Evaluation / Research on Teaching / School Improvement / Team-teaching / Organization of Schools |
|---|
| Research Abstract |
It is important that each elementary school developes the original curriculum for Life Wnviromental Studies to meet the realities of their pupils and circumstaces. The final purpose of this reseach is to provide a model of Curriculum Development and Selfevalution System for Life Environment Studies based on Research on Teaching.
The main results are as follows.
(1) Most of elementary school teachers are not interested in their school curriculum development of Life Environmental Studies.
(2) We sueveyed the present conditions of curriculum development of life environmental Studies to all elementary schools in Tokushima prefevture. Each elementary school has many problems as follows to develop their school curriculum plan of Life Environmental Studies.
1) Lack of the facilities for the pupils' activities at each school and at their circumstances.
2) Lack of many time and maney to prepaire the subject materials and arrange the spsces to act.
3) Lake of the teachers' abilities to keep their puples'safety out of schools, to understand and evalute thier pupils, to suport each puples' activities and so on.
(3) We can suggest that lower-grade teacheres at elementary schools should organize team to develop and teach their Life Environmental Studies curriculum in cooperation with together, and lead to solve most of the above problems as a result.
(4) We propose the new type of unit plan to make clear each teachers' roles in the class by team-teaching, and to make clear the problems and the points to improve their teaching or the unit plan.
(5) The daily instructional research by the lower-grade teachers at each school lead to evaluate and improve the unit plan, and increase their oppotunties to learn and improve the their abilities each other.
|
