@article{oai:jpf.repo.nii.ac.jp:00000178,
 author = {才田, いずみ and SAITA, Izumi},
 journal = {世界の日本語教育. 日本語教育論集, Japanese language education around the globe ; Japanese language education around the globe},
 month = {Mar},
 note = {日本語教師の自己研修を考えるとき、自分の授業を観察・分析し、自己の教授スタイルを客観的に把握することが出発点となるのではないかと考える。そこで、教授スタイル把握のために、Fanselow(1988)の提案する Contrasting Conversation の手法をもとにした3つの方法、1)ＶＴＲに撮った授業からの発見をもとにしたオーソドックスな方法、2)授業の教案を活用する方法、3)自己の教育観の考察から出発する方法を提案し、授業分析を通 しての自己研修について論じる。, This paper proposes three procedures for analyzing Japanese language classrooms. Although all three approaches mentioned here somehow adopt "contrasting conversation technique," which Fanselow (1988) developed, they are much easier to put into practice than the original Fanselow version. That is because the techniques presented in this paper focus on finding out the teacher's belief on language teaching and put little emphasis on describing what is actually going on in Japanese language classrooms.
 The proposed approaches are as follows: 
1.Utilizing the findings through watching VTR of the class performance.
2.Utilizing one's own lesson plan as a reflecting mirror to find out one's belief on language education.
3.Observing one's own class performance after having considered one's belief on education by answering a questionnaire.

EE The author regards it as indispensable to grasp one's belief and his/her teaching style objectively to improve one's teaching, as well as to cope with the diversity of learners., 8, KJ00000611456},
 pages = {107--114},
 title = {自己研修のための授業分析法試案},
 volume = {2},
 year = {1992},
 yomi = {サイタ, イズミ}
}