カリキュラムリソースの使用による授業構想・評価の差異の分析

学部・附属学校共同研究紀要 Issue 48 Page 107-115 published_at 2021-03-31
アクセス数 : 391
ダウンロード数 : 127

今月のアクセス数 : 16
今月のダウンロード数 : 3
File
AnnEducRes_48_107.pdf 500 KB 種類 : fulltext
Title ( jpn )
カリキュラムリソースの使用による授業構想・評価の差異の分析
Title ( eng )
How the Use of Curriculum Resources Explains Inter-Teacher Differences in Lesson Planning
Creator
Nishi Soichiro
Source Title
学部・附属学校共同研究紀要
THE ANNALS OF EDUCATIONAL RESEARCH
Issue 48
Start Page 107
End Page 115
Journal Identifire
[PISSN] 1346-5104
[EISSN] 2435-9041
[NCID] AA11551679
Abstract
This study concerned teacher education in mathematics―specifically, curriculum resources (textbooks and other media that teachers use when planning a lesson or delivering classroom instruction). Four levels of curriculum resources (media) were identified, and the concept of “translation” was adopted to describe the process in which a medium at a higher level is replaced by a medium at a lower level. A survey was conducted among 15 trainee teachers in the 2019 academic year. The purpose of the survey was to examine inter-teacher differences in lesson planning; particularly, the media the teachers used in their translations, the order in which they used the media, and how each medium shaped the translation process. The results revealed that (1) the trainee teachers simulated the actions of the textbook authors or students and that (2) the functions of the media changed after a translation was performed. These findings imply that differences in lesson planning can be explained by differences in the type of media translated, the order in which they are used, and the way the media are used.
Language
jpn
Resource Type departmental bulletin paper
Publisher
広島大学学部・附属学校共同研究機構
Date of Issued 2021-03-31
Publish Type Version of Record
Access Rights open access
Source Identifier
[ISSN] 2435-9041
[NCID] AA11551679