| Co-Investigator(Kenkyū-buntansha) |
YAMAZAKI Shokichi Hokkaido University of Education, Faculty of Education, Professor (80107242)
SATO Masahiko Hokkaido University of Education, Faculty of Education, Professor (00281858)
BITOH Yayoi Hokkaido University of Education, Faculty of Education, Associate Professor (20322860)
UMEZAWA Minoru Naruto University of Education, Center for Collaboration in Community, Professor (60314887)
HIMENO kanji Akita University, Faculty of Education and Human Studies, Associate Professor (30359559)
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| Budget Amount *help |
¥15,720,000 (Direct Cost: ¥15,000,000、Indirect Cost: ¥720,000)
Fiscal Year 2007: ¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2006: ¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2005: ¥8,900,000 (Direct Cost: ¥8,900,000)
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| Research Abstract |
In order to achieve an educational goal, instructional designs are transforming and reasoning activities of knowledge and information which can make up teaching and learning processes through a series of processes combining several procedures and activities by the use of the knowledge about how to manipulate the designs themselves.
In this study, trying to improve teacher education, we extracted the ways of thinking about instructional designs from teachers and student teachers surveyed, and from that point of view we investigated and analyzed the transition processes.
Approaches and teaching organizations regarded as principal procedures in instructional designs seem to be synthetic procedures gotten by integrating and restructuring information and knowledge that are generated through procedures in educational goals, the studies of teaching materials and so on. These synthetic procedures are difficult for student teachers to find. So, in order to get teachers' knowledge, skills, informa
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tion, etc., about teaching materials, contents, teaching methods and skills from preceding studies, we semiotically articulated time sequences and a series of processes of teaching, and transformed time, transition, and contents into two-dimensional structures, modeled on message-encoding in communication. Then, we developed not only structured and visualized procedures but also structure drawings of teaching processes to express them. These were tried, utilized and modeled after in making the concept of teaching.
Furthermore, we also developed the method to make good use of the structure drawings of teaching processes and showed its effectiveness. Finally to support the activities like planning and designing new educational researches, the findings in preceding studies being computerized were stored and accumulated into the supporting system for the educational research framework. This means that we provided anyone with the environment where he/she could search and browse our results of this study. Less
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