抄録
On evaluating teaching-learning processes, it is effective that learners' recognition and teaching materials are able to be expressed one-dimensionally by using the ruleg system. Especially ru, a constituent of the ruleg system, is a key concept in considering the reformation of erroneous criteria. Ru is a learner's judgement criterion and it is erroneous and autogenetic in its characteristic. In the first section, the characteristics of various kinds of ru's are explained with some concrete examples. In the second section, the instructional strategies of reforming ru's are discussed from a point of view of the presentation sequences of focus instances. Two different presentation sequences are taken up. One is what shift from focus instances learners misjudge as exceptions to these they can recognize as correct instances. Another is what is in the reverse order. The effectiveness of the instructional strategy, which take the grounds of learners' ru's into consideration, are also discussed in this section. In the third section, it is described that learners are not aware of the attributes in themselves or the value of attributes which they use as foundation of their judgements on ru's. This thing occasionally causes learners the formation of a kind of ru's, which they apply the correct rule only to a limited extent. The instructional strategy, which makeslearners form the instances they misjudged as the exceptions for themselves and verify them, brings effects on reforming this sort of ru's.
