2006 Fiscal Year Final Research Report Summary
A study of teachers' metaphors for the improvement of the quality of the integrated curriculum
| Project/Area Number |
17602002
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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 |
「総合的な学習」のカリキュラム開発
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
ASANUMA Shigeru Tokyo Gakugei University, Department of Education, Professor, 教育学部, 教授 (30184146)
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| Co-Investigator(Kenkyū-buntansha) |
KOJIMA Kunihiro Tokyo Gakugei University, Department of Education, Professor, 教育学部, 教授 (70014826)
HASHIMOTO Miho Tokyo Gakugei University, Department of Education, Associate Professor, 教育学部, 助教授 (60222212)
FURUYA Keita Tokyo Gakugei University, Department of Education, Lecturer, 教育学部, 講師 (50361738)
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| Project Period (FY) |
2005 – 2006
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| Keywords | interdisciplinary subjects / international understanding / environmental education / information education / welfare education / Finnish education / American education / learning activities |
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| Research Abstract |
This research focuses the structural transformation of the teachers' metaphor which plays a important role in steering the instructional scheme and achievements in the classroom situation. In particular, the image and metaphorical configuration are important for determining the quality of teaching. So it is indispensable for this study to figure the type and basic representation of teaching images, which includes the goals and the model of the individual development.
In the past, the Eight-Year Study contributed to the formation of the typology of the all behavioral changes across the goals of individual subject-matters. The problem-solving, planning, and creativity should be categorized into the more general performance indicators which signify the essence of the learning. The intellectual and imaginative configurations of the teachers help enlargement of the children's development.
The empirical studies of the curriculum in Finland and the United States have shown the fact that the excellence of teaching is made possible by the teachers' metaphorical structures which are spontaneously developed. We concluded that the teachers' metaphorical structure ought to be examined to understand the quality of the individual child's achievement.
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