Study of Collaborative Lesson Analysis by Teachers, Teacher-Students, and Researcher
| Project/Area Number |
23501182
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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 |
Educational technology
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| Research Institution | Aichi Institute of Technology |
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Principal Investigator |
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2012: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2011: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | 授業研究 / 授業分析 / 教育工学 / 教育方法学 / 教師教育 / キャリア教育 / 国際情報交換 / 韓国 / フィリピン / 授業研究および授業分析 / Lesson Study / 国際情報交流 |
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| Research Abstract |
The characteristic of the analysis viewpoint of teachers was a way of teachers' questions, the characteristic remark of the child, an atmosphere of the whole class. Teachers as researchers counted the number of times of instructions and the confirmation of the teacher, and it gave the conclusion that there might be too much. Teachers made clear that lesson's beginning part which teacher taught was the part which he did living guidance. We made clear that we faced class analysis in a viewpoint aiming at class improvement.
We found the characteristic of the analysis viewpoint of the teacher-students which has a pattern of the instruction between the desk, the teaching of the teacher, and the class development. It was revealed that the analysis method put plural analysis methods together and worked on class analysis.
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Report
(4 results)
Research Products
(17 results)
