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교육 실천 성찰력을 기르기 위한 교원양성 코어 커리큘럼의 구상과 전개 -나루토(鳴門) 교육대학의 교원양성 교육개혁-
우메즈 마사미 공주교육대학교 초등교육연구소 2007 초등학교교육연구 = Elementary school education research Vol.7 No.1
본 논문의 목적은 일본 나루토 교육대학 프로그램으로서 2005년도부터 추진하고 있는 '교육 실천 성찰력을 기르기 위한 교원양성 코어 커리큘럼'의 논리와 실천을 소개함으 로써, 교원양성 교육 개혁의 이론적•실천적 방향성을 제시하는 것이다. 동 프로그램의 주요 줄거리는 다음 세 가지이다. 즉, ①수업실천력을 평가하는 객관 적 척도가 되는 수업실천력 평가 스탠더드를 개발하는 것, ②수업실천력 평가 스탠더드 를 틀로 하여, '교육 실천학을 중핵으로 하는 교사양성 코어 커리큘럼(나루토 플랜)을 실천하고 평가하는 것, ③수업실천력 평가 스탠더드와 '지(知)의 종합화 노트' 및 수업실 천 영상 데이터베이스를 조합하여, 학생이 자신의 실천력을 진단하고, 직능(職能)개발의 도달도와 과제를 명확히 할 수 있는 시스템을 구축하는 것이다. The purpose of this article is to show theoretical and practical directionality for reform of teacher training education through introducing the logic and practice of teacher training core curriculum for cultivating ability for reflection on educational practice which Naruto University of Education(NUE) elaborates a plan as University Project. The ability for reflection on educational practice is ability that a teacher evaluate own educational practice, and can improve it. The basic design of teacher training educational reform of NUE for cultivating ability for reflection on educational practice consists of three contents. The first content is to develop standard to evaluate practical teaching skills of subject education. The second is to practice teacher training core curriculum with standard as a frame, and evaluate it. The third is to build a system that a student diagnoses own educational practice ability, and can improve it through putting standard and the Note for Integration of Intellect and the Class Practice Picture Database. The author thinks that the reform plan of NUE can apply widely to not only teacher training education but also higher education reform.
학생의 사회 인식 발달의 변용에 관한 조사적 연구 -중학교 역사 학습의 경우-
가토토시아키 ( Kato Toshiaki ),우메즈마사미 ( Umezu Masami ),마에다켄이치 ( Maeda Kenichi ),니미나오 ( Niimi Naoko ) 역사교육학회 2014 역사교육논집 Vol.52 No.-
The purpose of this study is to conduct a developmental research on junior high school students` social thinking abilities and judgmental abilities. Specifically, this study focused on the following two. First, we clarified the developmental changes in students` social cognition: social thinking abilities and judgmental abilities. Second, the relationships among the five predicted components of the social thinking skills and judgmental skills as a part of social science skill were examined. The five predicted components were factual judgment ability, inductive reasoning ability, deductive reasoning ability, social judgment ability, and critical thinking ability. The results showed that the students` inductive reasoning ability, deductive reasoning ability, social judgment ability, and critical thinking ability were positively related with their grade levels, and this tendency was especially prominent in their transition from the second to the third grades. Also, the sequential order in degree of difficulties (e.g. from inductive and deductive reasoning abilities to social judgment ability, followed by critical thinking ability) and the interrelationship among these five abilities were revealed.