II 児童・生徒理解の実践的方法

抄録

A. Tsudzuki explained the purport of the thema of this symposium as follows; So-called scientific research methods are used by educational psychologists to find the principles or reguralities of human behaviors. And the research process are made from serial abstruction. Accordingly, the research products (principle or law of behavior) do not bring the understanding with individuals.
On the other hand, the teachers interact with thier pupils in every day class-room situation. And they are in need of the uncerstanding with individual pupil. Many of the educational psychologists have also same need of the understanding with students, as teacher in university or college.
Therefore,it is clear that the methods for the understanding with pupils in teaching practice are necessary besides the scientific methods in educational psychology. So, the purport of this thema is what such practical methods are possible.
N. Kitao expressed from the standpoint of learning and thinking as follows; In this speach,He restricts the topic within the learning of school-subject,or within the problem of understanding with the pupil in learning practice situation of school-subjects. The research on the school-subject learning process is not only different from the laboratory experiment of learning,but also is very multifactorial than the latter. There may be such five factors, i. e. the nature of subject mutter, the type of instruction, the amount of training, the readiness of pupil and the produce of learning. And the research product must be generalized through the interaction of these factors.
But, actual research strategy is very difficult to interact all factors. Then, it is necessary to extract the fundamental subprocess from the schoolsubject learning process, because this learning process is a complex one and includes several learning activitities. Thereafter, this subprocess is related to the content of learning, the method of instruction, the level of pupiles and the produce of learning. In other words, the interaction between the subprocess as core and four factors is analyzed.
In those way, may be conquered the gap between the learning practice of school subject and labolatory experiment of learning. There are many psychological information related to these subprocess, and it is the duties of educational psychologist to accumulate such information. T. Takuma indicated as follows in connection with the personalty research in educational psychology; The psychology is oriented at the present time to the objectivization, in which the object aimed at is the law of behavior. How-ever, the psychological processes are in the strict sence only once historical phenomena, which are not repeated and observed experimentally. Conseqently, psychologists can not give up the phenomenological method and Nacherleben or Einfahren, i. e. Jaspers's Verstehn.
As the object in educational field is not an abstract human being, but a real actual living individual, so are necessary at first the observation and description of pupil's speech and conduct. However, education is essentially dyadic interaction, i. e. it is consisted of educator (teacher or parent), educatee (children or pupils) and reciprocal acceptance from both side. Nevertheless, educational psychologists have taken up mainly the problems of educatee side, andhave negrected the understanding of educator with educatee.
The Verstehen may be synonimous empachy in recent psychological tern. For the understanding with educatee may be necessary the approach by such empathy, because the educatee is not only biological being, but also socio-historical being, and his personality core has an identity through the developement from past to future. Eventually, for educcational psychology is necessary the clinical method, which has in its background the deep insight into human nature.