Theoretical and Empirical Study on Competency-oriented Lesson Study in Secondary Schools
| Project/Area Number |
16K04478
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Education
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| Research Institution | Hiroshima University |
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Principal Investigator |
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| Project Period (FY) |
2016-04-01 – 2019-03-31
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| Project Status |
Completed (Fiscal Year 2018)
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| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2018: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2017: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2016: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | コンピテンシー / 授業研究 / ドイツ / 中等教育学校 / カリキュラム / 授業 / カリキュラム改革 / 資質・能力 / 校内研修 / 高等学校 / 学校づくり / 授業づくり / 学習課題 |
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| Outline of Final Research Achievements |
The results of this study could be summarized in the following two points. At first, I clarified the trends of "competency-based(Kompetenz-basierte)" Curriculum reform in Germany. In Schools of Germany, children have started practical efforts to enable self-evaluation of their own competencies.The second point is that this study could develop and research competency-based teaching and learning in junior and senior high schools. By developing School own "competencies" independently and dropping it into individual teaching units and classes. The developing praxis showed that the significance of creating classes based on self-evaluation by children themselves.
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| Academic Significance and Societal Importance of the Research Achievements |
「コンピテンシー志向」で進められてきているドイツにおけるカリキュラム改革と授業改革を、理論的且つ実践的に明らかにした点に本研究の学術的意義がある。「資質・能力」を明確にしつつ学校教育実践および校内研修と連動した開発的実践に着手した点に、本研究の社会的意義がある。学術的研究活動および社会的実践活動のどちらも、学会での発表あるいは研究論文による公開によって、研究成果を公的に発信することができた点も本研究を遂行することができた重要な意義である。
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Report
(4 results)
Research Products
(26 results)
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[Presentation] Uebersetzungsverhaeltnisse: Praktiken der Individualisierung und Vergemeinschaftung in transkulturellen Perspektivierung2018
Author(s)
Maria Hallitzky, Nariakira Yoshida, Tilman Grammes, Christian Herfter, Johanna Leicht, Tomohiro Hayakawa, Yuichi Miyamoto, Mitsuru Matsuda, Asuka Matsuura, Marika Yamane, Kazuhisa Ando, Gereon Eulitz, Karla Spendrin, Emi Kinoshita
Organizer
Jahrestagung der Kommision Schulforschung und Didaktik der DGfE
Related Report
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[Presentation] “Lesson Study” as Preparing Future Faculty Development for Teacher Educator:A Case Study on the Certificate Program for Preparing Future Faculty in Teacher Education in Hiroshima University2018
Author(s)
Nariakira Yoshida, Yasushi Maruyama, Takuya Hisatune, Ting Ban, Shohei Fukami, Tomohiro Hayakawa, Yuichi Miyamoto, Yinan Li, Takahiro Umeda, Maho Yodozawa, Xinhui Zhou, Asuka Matsuura, Sho Ueda, Yu Yamamoto
Organizer
WALS(The World Association of Lesson Studies) Conference 2018
Related Report
Int'l Joint Research
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[Presentation] Teacher Questions in the Context of Individualization and Collectivization in Lessons: Intercultural Dialogue on Methodology of Case Reconstruction between Germany and Japan2018
Author(s)
Maria Hallitzky, Nariakira Yoshida, Tomohiro Hayakawa, Yuichi Miyamoto, Asuka Matsuura, Marika Yamane, Kazuhisa Ando, Emi Kinoshita,Christian Herfter, Stephan Weser, Gereon Eulitz, Johanna Leicht, Karla Spendrin
Organizer
WALS(The World Association of Lesson Studies) Conference 2018
Related Report
Int'l Joint Research
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