The Bulletin of Japanese Curriculum Research and Development
Online ISSN : 2424-1784
Print ISSN : 0288-0334
ISSN-L : 0288-0334
Volume 28 , Issue 4
Showing 1-8 articles out of 8 articles from the selected issue
  • Mayumi TAKAGAKI, Hirotsugu TAZUME
    Type: Article
    2006 Volume 28 Issue 4 Pages 1-9
    Published: March 10, 2006
    Released: May 08, 2018
    JOURNALS FREE ACCESS
    This study tentatively used lecture self-evaluation by students as a measure for instructional improvement in university lectures. 60 university students specializing in psychology made a self-evaluation of a lecture on educational psychology and the lecturer changed his/her instructional method in the next lecture, responding to the evaluation results. This procedure was repeated for the entire lecture course. The following two aspects were investigated: 1) changes in lecture self-evaluation by students; and 2) association of the changes with students' degree of satisfaction and understanding of the class. The results indicated: 1) the iterative process for instructional improvement positively affected self- evaluation by students; and 2) the quality of factors that increased students' feelings of satisfaction and understanding varied along with the progress of the lecture course. Key factors were: a) in the first half of the course, motivating students to study outside of class hours and improving the lecturer's instruction, including ways of using visual aids and the lecture room environment; and b) in the latter half of the course, connecting the theory of educational psychology with students' future careers and using practical exercises, such as problem analysis and evaluation.
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  • Kei SOHKURA, Shinichi DEMURA, Kaoru FUJITANI, Hideki IWATA, Tamotsu KI ...
    Type: Article
    2006 Volume 28 Issue 4 Pages 11-20
    Published: March 10, 2006
    Released: May 08, 2018
    JOURNALS FREE ACCESS
    This study aimed to clarify the factorial structure of an effective physical education class in high schools and to examine the relationship between teachers and students by using their factorial structures. A questionnaire was developed and used which consisted of 40 items based on four hypothetical factors. These factors were based on some pre-surveys and analysis of content validity. Therefore, the questionnaire was judged to have high reliability. As regards the teacher, the following factors were identified: "ways of learning (subjectivity)", "the will to learn", "ways of learning (learning environment)", "cooperation", and "ways of learning (sociability)". In the case of students, the following factors were identified: "outcome", "enjoyment", "ways of learning (sociability)", "ways of learning (learning environment)", and "cooperation". As concerns the relation between factors for teachers and students, the factor "cooperation" was high and "ways of learning (learning environment and sociability)" were moderate. The five factors for each group were interpreted differently, and it was confirmed that to a certain degree teachers and students share an image of an effective physical education class. The future problem is to develop the learning methods so that students can enjoy learning through cooperation independently of the teacher.
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  • Masami YOSHIKAWA
    Type: Article
    2006 Volume 28 Issue 4 Pages 21-30
    Published: March 10, 2006
    Released: May 08, 2018
    JOURNALS FREE ACCESS
    The present research is an attempt to explore Japanese EFL learners' speaking ability in explanatory structure. 63 undergraduate students participated in a series of performance tests, including two types of oral performance tests and a writing performance test. Spoken and written production was transcribed into an interlanguage corpus, which was gathered for the purpose of analyzing lexical and syntactic features. An explanatory multiple regression, with the scores on each OPT by three raters on an intuitive basis as the dependent variables and four types of ratio as independent variables, yielded some explanatory relations. Based on the results, a structure equation modeling was undertaken. It was found that there did exist two types of speaking at a linguistic level. Furthermore, it provided the pedagogical implication that some knowledge of syntactic rules on clause structure and information structure was acquired through different processes, which gives us some insights into enlightened and eclectic approaches, new ones for these two types of speaking ability.
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  • Daisuke HARADA
    Type: Article
    2006 Volume 28 Issue 4 Pages 31-40
    Published: March 10, 2006
    Released: May 08, 2018
    JOURNALS FREE ACCESS
    テキストの概要把握には,トピックセンテンスや談話標識への着目が有効であると指摘されている.この読み方は高校生の場合,どの程度の汎用性があるのであろうか.本研究は,テキスト構造を階層構造と談話標識から捉え,それらの英語読解度への影響を実証的に探り,読解指導の基礎的知見を得ようとするものである.実験では,階層構造と談話標識の有無の組み合わせにより4種類のテキストが使用された.デ-タ分析の結果,(1)階層構造が単独で英語読解度に及ぼす影響は,読解度が平均より上の群において顕著に見られたこと,(2)談話標識が単独で英語読解度に及ぼす影響は,すべての読解度群に見られなかったこと,(3)読解度が最上位の群及び平均よりやや下の群において,階層構造と談話標識の組み合わせにより英語読解度は影響を受けること,が明らかになった.結論として,読解指導においては,階層構造や談話標識は慎重に扱われるべきであることが指摘された.
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  • Tomoo ASAI
    Type: Article
    2006 Volume 28 Issue 4 Pages 41-50
    Published: March 10, 2006
    Released: May 08, 2018
    JOURNALS FREE ACCESS
    In understanding an outline of a text, it is said that reading with a specific attention to topic sentences and discourse markers is effective. However, to what degree can this approach to reading be generalized to Japanese senior high school students? In this research, the definition of text construction is that it consists of two aspects: hierarchical structures and discourse markers. The purpose of this empirical research is to clarify to what degree hierarchical structures and discourse markers have an effect on reading comprehension performance. Based on the level of performance, the pattern of the effect is also examined. The aim was to uncover fundamental perspectives on reading instruction. Four versions of the text were used in the experiment. The first text had both hierarchical structures and discourse markers. The second and third texts had either hierarchical structures or discourse markers. The final text had neither hierarchical structures nor discourse markers. A two-way ANOVA was conducted by regarding the reading comprehension performance as the dependent variable and the hierarchical structures and the discourse markers as the independent variables. The results showed that the effect of hierarchical structures was clearer than that of discourse markers. This was especially observed in the case of the three above-average groups. The most striking result was that the combination of hierarchical structures and discourse markers has an effect on reading comprehension performance. It was concluded that hierarchical structures and discourse markers should be dealt with carefully in reading instruction.
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  • Riris Lumbantobing, Kinya SHIMIZU, Hiroyoshi KINOSHITA
    Type: Article
    2006 Volume 28 Issue 4 Pages 51-60
    Published: March 10, 2006
    Released: May 08, 2018
    JOURNALS FREE ACCESS
    The major goal of this study is to identify the impact of the coordination of the intended curriculum to the implemented curriculum on the development of problem-solving skills in Indonesia. In order to reach the goal, this study compares Indonesia and Japan with regard to teachers' perceptions of their teaching practice and problem-solving goals, and the structural relationship of those perceptions. Three analyses of Indonesian teachers revealed the followings: (1) Indonesian teachers utilize expository teaching more frequently than problem-solving teaching. (2) Indonesian teachers place less emphasis on problem-solving processes and techniques than do Japanese teachers. (3) The prevailing teaching method of Indonesian teachers, expository teaching, does not have a significant relationship with the goals of problem-solving processes and presentation. The study suggests that Indonesian teachers' inadequacy in utilizing problem-solving teaching has a considerable impact on students' acquisition of problem-solving skills.
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  • Masataka KOYAMA
    Type: Article
    2006 Volume 28 Issue 4 Pages 61-70
    Published: March 10, 2006
    Released: May 08, 2018
    JOURNALS FREE ACCESS
    The purpose of this paper was to identify the principles and methods for designing mathematics lessons based on the Two-Axes Process Model of understanding mathematics. As a result of theoretical and practical studies, three principles (Ps) and three methods (Ms) were identified for designing lessons to facilitate and deepen students' understanding of mathematics, as follows: P1 - recognizing mathematics understanding as a dynamic process; P2 - setting up clear levels of understanding and learning stages at a level; P3 - incorporating students' individual constructions and social construction; M1 - making clear levels of understanding related to a certain mathematical topic; M2 - assessing and evaluating students' understanding at a readiness; and M3 - planning in detail three learning stages as a dialectic process of individual and social constructions in a lesson.
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  • Shigenobu MATSUOKA, [in Japanese], [in Japanese], [in Japanese], [in J ...
    Type: Article
    2006 Volume 28 Issue 4 Pages 71-79
    Published: March 10, 2006
    Released: May 08, 2018
    JOURNALS FREE ACCESS
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