| Project/Area Number |
10680270
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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 |
教科教育
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| Research Institution | Nara University of Education |
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Principal Investigator |
ONO Hiroo Nara University of Education, Department of Education, Professor, 教育学部, 教授 (20127484)
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| Co-Investigator(Kenkyū-buntansha) |
SASAKI Tetsuro Aichi Education University, Department of Education, Associate Professor, 教育学部, 助教授 (20170681)
HINO Keiko Nara University of Education, Department of Education, Associate Professor, 教育学部, 助教授 (70272143)
SHIGEMATSU Keiichi Nara University of Education, Department of Education, Professor, 教育学部, 教授 (40116281)
KUNIMOTO Keiyu Kouchi University Department of Education, Professor, 教育学部, 教授 (10144792)
GINSHIMA Fumi Kanazawa University, Department of Education, Lecturer, 教育学部, 講師 (30293327)
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| Project Period (FY) |
1998 – 2000
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| Project Status |
Completed (Fiscal Year 2000)
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| Budget Amount *help |
¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 2000: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1999: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 1998: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Keywords | Lesson Study Method / Primary School Mathematics Education / Shigematsu, Takayasu |
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| Research Abstract |
This research has been carried out to make respective children's learning process clear and to develop the method of lesson study that could help teachers to improve their actual lesson practices based on children's learning process.
By reforming "the suggestions list to improve lesson practice" proposed in the previous year, we, in 2000, developed the system for lesson study, which consists of a series of questionnaires, interviews, a lesson observation and discussion.
Items of questionnaires in this system is designed as to pose teachers questions to confirm their own belief in mathematics, teaching and children, to provide teachers an opportunity to reflect their daily lesson practices, and to enable teachers to obtain information how pupils feel teacher's effort. For the assessment of lessons, we applied the idea of four dimensions-tasks, learning environment, discourse, evaluation-which was developed from an overseas preceding research on lesson analysis from cognitive aspects. We also experimented this system on actual lesson study, implementing questionnaires, interview sheets and observation cards on teachers, pupils and observers before, middle, after the lessons and at forming lesson plans.
Consequently, using this system which enable teachers to self-evaluate their lessons and to be evaluated by pupils and observers promoted their desire to improvement.
Further development of this system is still needed ; items to measure how teachers improve their lesson practice and how children's mathematical knowledge would be developed under each lesson should be added in the future version.
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