designing teaching for "doing a subject" to foster higher-order academic competences
Project/Area Number |
25780471
|
Research Category |
Grant-in-Aid for Young Scientists (B)
|
Allocation Type | Multi-year Fund |
Research Field |
Education
|
Research Institution | Kyoto University |
Principal Investigator |
Ishii Terumasa 京都大学, 教育学研究科(研究院), 准教授 (10452327)
|
Project Period (FY) |
2013-04-01 – 2016-03-31
|
Project Status |
Completed (Fiscal Year 2015)
|
Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
|
Keywords | 「教科する」授業 / アクション・リサーチ / アメリカ / 学習としての評価 / 形成的評価 / 資質・能力 / 教師教育 / アクティブ・ラーニング / 高次の学力 |
Outline of Final Research Achievements |
I revealed the research trends of instructional design and formative assessment to foster higher-order academic competences in Japan and the US, such as holistic approach to teach thinking, authentic learning, performance assessment, assessment as learning, and so on. I proposed a framework for classifying and structuring the qualities and abilities which should be fostered through not only subject learning but also extra-curricular activities. I also proposed the methodology to design curriculum and instruction for “doing a subject”, which prevented the competency-based curriculum reform from falling into the formalization of teaching. In addition, I revealed a system and methodology to facilitate teacher learning to design instruction for "doing a subject".
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Report
(4 results)
Research Products
(47 results)
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[Book] 教師教育2015
Author(s)
上條晴夫編(石井英真)
Total Pages
206
Publisher
さくら社
Related Report
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