1997 Fiscal Year Final Research Report Summary
Development of An Instructional Research Method Based upon Assessment of Selection Sequences of Teaching Behavior
| Project/Area Number |
07458031
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | Osaka University |
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Principal Investigator |
INOUE Mitsuhiko Osaka University, Faculty of Human Sciences, Professor, 人間科学部, 教授 (60016491)
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| Co-Investigator(Kenkyū-buntansha) |
NISHIMORI Akiko (ICHIHARA) Osaka University, Faculty of Human Sciences, Research Associate, 人間科学部, 助手 (50294012)
NANBU Masatoshi Joetsu University of Education, Center for Educational Research and Development,, 学校教育学部, 助教授 (90143627)
NISHIHATA Ritsuko Osaka University, Faculty of Human Sciences, Research Associate, 人間科学部, 助手 (20249816)
MAESAKO Takanori Osaka University, Faculty of Human Sciences, Professor, 人間科学部, 教授 (00114893)
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| Project Period (FY) |
1995 – 1997
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| Keywords | Techniques / Teaching Skill / Simulation in Classroom / Structuring Model / Teaching Bahaviors / Assessment |
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| Research Abstract |
There has been many methods of research on teaching observing the classroom teaching and these methods belong to one of these 5 categories : psychological method ; technological method ; historical method ; methodological method ; phenomenology method. Among these methods, only the technological method (for example the Micro-Teaching or the Simulation) aims to improve the teacher's teaching behavior.
We prefer the simulation model, with which we can foresee the teaching process and the teaching behavior that will be able to take the next time applying the consept'assessment in classroom', rather than the evaluation, which takes focus on whether the result of that teaching behavior is good or not good.
Through the term of research for 3 years, defining the classroom lesson as a process in which teacher continues to make their decisions all the time, we make the assumptions that a situation of the teaching process is [Si] (S is situation, i includes any number), that the teacher's teaching behavior is [S,j], and that the reaction by students is [Ri, j].
As a result, we can express that the classroom lesson is [Sij, Rij] and develop the structuring model of the teaching, and reffering these assumptions , we can analyze the conponents of the practical teaching conducted by more seasoned exellent teachers like Hama Omura and Kihaku Saito.
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