フランシス・W・パーカーの教授理論に関する研究 : 教育関係論的視点からみるパーカー教授論の新局面

概要

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In the end of 19th century, Parker changed old education in public school of USA. He introduced activity education, reformed curriculum and make up the theory of concentration, and make up teacher training programs and educated democracy. Many studies placed Parker in a child centered principle. On this paper, I am going to approach not only child- centered education but also the essence of parker's instructional theory. On the second chapter, I wrote Parker's brief personal and his view of children. On the third chapter, I wrote that Parker reformed from the education of transmission and memory under textbooks to activity education that interest and experience of children are important in Quincy. On the forth chapter, I mentioned that Parker completed the Theory of Concentration in the Cook County and Chicago Normal School and promoted his democracy education, just his education idea. On the conclusion of fifth chapter, I mentioned that (1) Co-Independent Teacher-Student Rerationship and (2) Cooperative Educational Relationships were characteristic of Parker's Educational Relationships on his Instructional Theory. Parker developed teaching forms that teacher and students were able to tackle independently, and organized co-education-group or study group of teachers. I think these are great significance in the history of Instructional Theory.
湊川短期大学の論文