In Japanese elementary schools, the learning environment has greatly changed with the rapid increase of information and with the introduction of many types of media into schools. As a result of these conditions, there is a need to help students become confident and comfortable in using this information and the facilities available. It is important for us, as teachers, to foster the student's ability to apply screen information as 'Users' effectively. For example, reading a computer screen and knowing how to move around in it should become as easy as reading a book and knowing how to look up the information containedin it. Since 1985, I began fundamental investigative research aimed at developing the student's ability in this area. The results I obtained show that if we learn how to use the many types of media effectively, it is possible to develop the new screen abilities of insight, inquiry and communication. Using these abilities as a base, I reorganized my new Screen Education curriculum. That is based on 3 standpoints-the information receiver, user, and producer, and is also based on the 6 classifications of understanding, insight, inquiry, communication, structure, and creativity. I have also taken great care to adhere to the Ministry of Education's New Course of Study introduced this year.

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The main purpose of the study is to suggest the teaching method using the audiovisual media (TV program used here) in the local area study. By analyzing the TV program showing an area called 'NARA-MACHI' in Nara city in Japan, and reconstructing the Key-Scenes of the program, some contexts 'NARA-MACHI' are found. They are, 1) Cultural Representative in NARA, 2) Cultural Preservation in NARA, and 3) Cultural Rebirth in NARA. Taking these contexts into consideration, A new local area study units for the junior-high school students are developed and examined in a trial use. The results shows the possibility that if teachers plan the local area study units using TV program as audiovisual media, they will be able to apply this teaching method to their own practice.

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The purpose of the present research is to put the learner-controlled CAL authoring system "KAKITUBATA" prototype version developped in our laboratory to practical use. The "KAKITUBATA" system incorporates (1) learner-control functions by use of hypertext jumping mechanism, (2) guidance functions to support learners' navigations in the network of instructional material, (3) LOGO-type simple language, and (4) multimedia type of instructional materials such as CD-ROM, voice, sound. Based on the prototype version, a practical version was developped especially for the use of computer novices and opened to general use outside our laboratory. "KAKITUBATA" is now available as a package of two floppy diskettes and three books of manuals.

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This paper aims to : 1) propose the use of HyperCard and cooperative-learning as educational methods of decision making learning. 2) examine the validity of the method through the practices and the evaluation of making rational choices of goods learning as decision making learning. Through the analyses of the questionnaires, the utterance protocols in the learning units, the prints in aid of the learning and the inputs in HyperCard, it was found that : 1) the use of HyperCard is effective for learners to get basic viewpoints. 2) During cooperative-learning, learners widen their own viewpoints influencing each other. 3) the use of HyperCard is effective for rational evaluation of goods and reconsidering the choice. 4) For rational evaluation of goods, it is important that there is no defect in the external conditions and learners eagerness to learn.

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We usually believe that a picture resembles some object it represents. However, almost every picture, in practice, does not resemble the object it represents. For instance, most visual signboards or traffic signs do not resemble the reference. Therefore, it is a false belief that the meanings of pictures and diagrams are highly dependent of their shape; nevertheless this belief has been ruling in the audiovisual theory. Rather, it is a theoretical fiction that the pictures resemble the objects they represent. We would like to clarify the primary meaning of resemblance between the sign and its reference in this paper for the purpose of reconstructing the audiovisual theory. For the purpose of this discussion, we will criticize the audiovisual theory, especially semiotic theory. Next, we will reexamine some actual visual signs, a visual signboard or a traffic warning sign and an ancient Japanese picture calendar called "Nambu Mekura Goyomi." Finally we will reconsider the Peirce's concept of icon that has been misunderstood so far.

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