It is necessary for teachers to have a teacher training where they reflect their own teaching strategies. The teacher training is to promote the teacher’s reflection to learn from their experience which is needed. Therefore We developed a teacher training program for teacher self-growth that could compare 「one's performance」 with a 「performance of an expert」 by digital story telling. As a result of the questionnaire, it was revealed that the method was effective. With this factor, it strengthens a comparison by the technology of the pictures. It is thought that there is a merit to be able to aim at the professional act of the teacher who does not notice the reflection of oneself for the particularly performance in class.
In the class of integrated studies, it is important for students to study independently. To begin with, a teacher needs to plan the lesson to inspire the self-direction of one’s students. Then, the teacher needs to grasp clearly what they are doing and needs to support them if it’s necessary. We made a research on teacher’s consciousness of one’s competence to conduct the class of integrated studies. The following results were obtained: first, the teacher is conscious that one is incompetent to arrange ICT and practice it appropriately, secondly, the teacher is aware of one’s incompetence of human resources utilization for the class. Reflection on these results has shown that the young teachers should have a great deal of experience in utilizing human resources for the class of integrated studies.
In this research, the authors clarified how experiencing micro-teaching as a teacher affects 「the skills of ICT use in education」 in lectures involving subject teaching methods in a university. The authors adopt the concept of TPACK (Technological Pedagogical Content Knowledge) to analyze 「the skills of ICT use in education」. Further, the authors used the data from two classes (93 students) of the method of home economics education for pre-service teachers in the faculty of education. The data of the research group who did the micro-teaching (33 students), and the control group who participated as students in the class (60 students) were compared. As a result, two issues were clarified: 1) the students in the research group received a higher score for the efficacy of TPK (Technological Pedagogical Knowledge) than the control group, and 2) the students in the research group tried to improve their lesson plans twice not just from the perspective of the ICT skills but also by improving the teaching method.
The Japanese-speaking Chinese learners are inclined to understand Chinese by virtue of Japanese kanji characters. It is often the case that this method may both help and hinder their learning. In response, this study has developed a Chinese Language Learning Assistant System that is based on the extraction of the relationship between Chinese Character and Japanese Kanji, aiming at facilitating Chinese learning by illustrating the corresponding relation of Character for Chinese learners of Japanese. In this study, Chinese and Japanese characters are first sampled and analyzed to extract their corresponding relations. Next, the characters and their corresponding relations are imported into a database for trial in class. It is observed that learners have been taking an active part in constructing relation diagram, and on average have scored significantly higher than the previous year.