Abstract
The researcher took up the remodeling of the "Four-wheel Minicar" as introductory learning in the class of producing robots in the field of Machinery in Industrial Arts, and studied the outcome of this learning in comparison with introductory learning by video-viewing. The degrees of students' displays of inventiveness were examined and analysed under the different methods of introductory learning, as were their differing reactions in sentiments and expectations, in two classes of senior students. As a consequence, in the introductory class in which "Four-wheel Minicars" were used, it is possible to form the stages where students can show their inventiveness. Through their personal activities, they were temporarily more pleasantly motivated towards the learning. It turned out, however, that there is no influence exerted on the evaluation of students' learning situations according to the check points in the process of two-school-hour introductory learning. Furthermore, it became clear that giving the playful element some priority has made students less interested in the content of their learning thereafter.
