抄録
I. Purpose First the writer wanted to work out the differences of learners in multi-grade classes composed of students of two-school-years difference or three, and then to establish an authentic form and condition regarding instruction types in multi-grade classes. II. Procedure a. Programs used and ways of watching TV 1. 1965 (1st year): "Countries in the world", social studies program of NHK-TV was viewed eight times in succession. 2. 1966 (2nd year): NHK "Science Program" for 6th graders was viewed ten times in succession. 3. The classes scheduled to watch during the two years were six 5-6-grade multi-grade classes and six 4-5-6 grade multi-grade classes, respectively totalling twelve in all. In the first year all the pupils watched (including different graders) together. In the second year, they watched both as different graders together and as different graders separately. b. Methods of investigation were as follows: To investigate right after watching how much of the program was perceived, to make a record of the teachers' observations, to give an objective test three weeks after to give as little guidance as possible before watching - no other guidance being given at all, and to let all the pupils sit for an intelligence test ana a test of standard ability. III. Results Perceptional differences of TV programs: 1. Contents of records watched Social studies - in general sixth graders were more able than forth or fifth graders Science - in general little difference was noticed between fifth and sixth graders 2. Results of tests Social studies - in general little difference was noticed between fifth and sixth graders Science - in general definite achievemental difference was recognized between the different graders. 3. Types of curriculum and differences in perception In both social studies and science, a clear difference was not noticed when the achievements based upon the perception of TV program were compared in two curricula, one of which was identical programs, the other of separated classes. 4. Perceptional differences based upon types of hearing and viewing In the sixth graders no strict difference was recognized in science program between the two types, different graders combined or separated.
