著者

大前 暁政

出版者

日本教師学学会

雑誌

教師学研究 (ISSN:13497391)

巻号頁・発行日

vol.18, pp.35-44, 2016 (Released:2017-02-28)

参考文献数

12

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教員養成課程の学生に,理科指導に関する実践的指導力を身につけるには,理科教育に関する理論と方法に加え,科学の専門的な知識や実験技能を修得させる必要がある。初めて理科の授業づくりについて学ぶ2回生に,これらの内容を習得させるには,理論を講義形式で伝えるだけでは不十分である。理論を伝えることに加えて,実際に大学教員が模範授業を行うことで,理科教育に関する理論と方法を体験的に学ばせることができ,さらに模範授業の中で実験を行わせることで実験技能にも習熟させることができる。また,理科授業を行う上で必要となる背景にある科学的な知識を教授することで,理科教科内容に関する知識の習得を促すことにつながる。

著者

大前 暁政 Akimasa OMAE 京都文教大学臨床心理学部教育福祉心理学科 Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology

出版者

京都文教大学

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.6, pp.55-72, 2014-03-31

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This research clarifies the problems of present-day teacher training courses by comparing them with a past teacher training courses. The contents of the curriculum for conquering the problems are also proposed. Postwar primary teacher training courses have changed a great deal after World War II. In the previous Normal School in 1949, students were given the knowledge and skills required in the field of elementary school. On the other hand, in primary teacher training courses after World War II, students started studying pedagogy and liberal arts. It is necessary to examine teacher training courses of the new era, which have efficient combined the best of both types of teacher training courses. To ensure that students gain practical teaching skills in universities in particular, universities should make clear the knowledge and skills that should be taught clearly. This paper showed the knowledge and skills required in the field of elementary school. The knowledge and skills required in the field of elementary school were divided into the following four categories: "technology of a lesson," "class management" and "correspondence to a child," and "others." In teacher training colleges, it is becoming important to consider curriculums that enable students to gain "practical teaching skills." This research was able to show the directivity for an improvement of the contents of teacher training curriculum.

著者

大前 暁政

出版者

京都文教大学臨床心理学部

雑誌

臨床心理学部研究報告 (ISSN:18843751)

巻号頁・発行日

vol.9, pp.49-67, 2017-03-31

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An elementary school teacher teaches children and is in-charge of a classroom immediately in the first. Thus, an elementary school teacher has various responsibilities with respect to subject instruction and class management. During class management, children are taught to be independent, which is necessary in the modern education system.An elementary school teacher had to train Tsutomu to behave himself, cooperate within a group, and solve problems like the other children. A questionnaire-based survey was carried out for an elementary school teacher, and an elementary school teacher identified the kind of difficulties faced in class management, which aimed to train children to become independent.A questionnaire-based survey was conducted with a teacher of an elementary school. The results showed that an elementary school teacher experiences several difficulties in class management. Even an inexperienced teacher is a teacher with abundant experience. The difficulties experienced by the elementary school teachers are related to subject instruction and student guidance. Thus, teacher-training courses must focus on teaching a mechanism to balance subject instruction and class management.Many elementary school teachers find it difficult to manage the governing activities and self-actualization of children. It is evident that an inexperienced elementary school teacher is unable to guide children during the governing activity. It is suggested that teachers in teachers must establish rules in the classroom and build relationships with the children to resolve the difficulties faced.

著者

大前 暁政

出版者

日本教師学学会

雑誌

教師学研究 : 日本教師学学会誌 (ISSN:13497391)

巻号頁・発行日

no.16, pp.1-11, 2015-03-31

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教員養成課程の学生に教育方法と授業技術を習得させるには,大学教師が模範となる模擬授業を行い,学生に生徒役として授業を体験させることが有効である。模範授業体験後には,学生が気付いた授業の工夫を発表させる。学生の発表や質問に対して,大学教師が授業行為の意味を解説する。これにより,授業方法と授業技術の二つを意識化させることができる。その上で,模範授業で学んだ教育方法や授業技術を参考に,学生に模擬授業づくりに挑戦させ,学んだ方法や技術を活用させることで,習得を促すようにした。