| Project/Area Number |
12680201
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | Akita University |
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Principal Investigator |
URUNO Hiroshi Faculty of Education and Human Studies Akita University Professor, 教育文化学部, 教授 (50185089)
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| Co-Investigator(Kenkyū-buntansha) |
FUJIWARA Kie Faculty of Education and Human Studies Akita University Lecturer, 教育文化学部, 講師 (10323130)
KOMATSU Masaru Faculty of Education and Human Studies Akita University Associate Professor, 教育文化学部, 助教授 (70003879)
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| Project Period (FY) |
2000 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥3,500,000 (Direct Cost: ¥3,500,000)
Fiscal Year 2001: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2000: ¥2,400,000 (Direct Cost: ¥2,400,000)
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| Keywords | Study of Instruction / Decision Making / Viewpoint / Categorical Data Analysis / Frame Examination Viewpoint Group / Growth of Teacher / Teacher Education / Class Observation |
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| Research Abstract |
This research examined the content of the videotapes of the records of the teaching/ learning process that had been recorded by the veteran teachers. And teachers strategy of recording was considered. The purpose of this research is to analyze the recorder's viewpoint seen in the snapshots taken, and to clarify the aspect by which the teaching/learning process is focused upon. In order to do this, we have examined the content of information (for example, the shot which the recorder had caught through the finder included) when teachers with different years of the teaching job experience recorded the same instructions with a video camera. Then we have speculated on the process of recorder's decision making when the recorder chose the information.
This research was advanced by the following process.
1. Established the frame examination viewpoint group: Based on the above-mentioned analysis, we made up "Frame examination viewpoint group" (where in the communications process the observer focused upon). Especially, we paid attention to timing by which the recorder began the panning.
2. Analyzed the teaching/learning process records: We collected the videotapes of the instruction which on veteran teachers had recorded. And we transcribed the conversation in class based on the videotape. Then, we analyzed the teaching/learning process records by using the frame examination viewpoint group. Here, we examined timing and the size of the frame by which the panning was begun.
3. The digitization of the instruction record of instruction: The records of analog videotapes were digitalized, and a suitable analysis method for the work of 2 was examined. Moreover, we came to be able to have the screen displayed by division into four to detect a slight gap of the panning. Because this system was paying attention to the gap, we found it to be effective as the teaching material for the teacher education.
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