The purpose of the study was to do research on the actual condition of the practical use of teaching materials and to analyze the reasons why some of them were used very often and others not. Subjects were 315 middle school teachers [238 men and 77 women]. Contents of the research were mainly on the following two points. 1. to grasp the actual condition of the practical use of common teaching materials and materials in social studies. 2. to analyze the reasons why teachers do not use such materials. Followings were the main results. 1. The level of the actual condition of practical use of common teaching materials was very low. 2. There were a few teaching materials in social studies which used very often. These were a map and topographical chart. But other teaching materials in social studies were not used often. 3. There were three groups non-use group I, non-use group II, and use group, classified by Theory of Quontification III. 4 In general, woman teacher did not use teaching materials frequently in her class compared with man teacher. 5. There were three main factors which affected the reasons why the teaching materials were not used often, (a) ill arrangement of the materials, (b) teacher's inability to handle them, (c) defects attributed to the materials themselves.

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This thesis is a part of series of my study on the historical change of school evalution movement in Japan. The objective of this paper is to clarify the process of the development in the idea of school evaluation in the postwar period (especially from 1945 to 1951), by focusing on the experimental project of the Education Ministry (1951). In this paper, paticular attention were paid to the difference of this experimental project from the other ones before it, and the reflection of those ones to it, not simply because the former studies on this period had not refered to those points, but also because the experimental project of the Education Ministry as one of integrating those projects had given direction to the development of this idea from then on. The contents are as follows; I The purposes of this study. II The constructive process of the school evalution projects in the postwar period (before the project of the Education Mistry). 1. Initial situation of arguments on the school evalution. 2. To the stage of arguing on the criteria. 3. To the stage of arguing on the methods. 4. To the stage of arguing on the specification of items. III The construction of the experimental project made by the Education Ministry. IV The view-points for the analysis of the school evaluation projects in the postwar period. -conclusion- It is clear that the evaluative criteria had been instituted as the abstract and absolute norms, almost similar to the law of the land, to be obeyed probably for the educational centralization. To make it more clear, School evaluation projects in the postwar period should be analyzed from the institutional and normative points of education and educational administration.

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The main purpose of this thesis is to make the following points sufficiently clear: (1) what position village communities held, and (2) what role they played, in the construction and maintainance of village elementary schools in the beginning of the Meiji era. To attain this purpose studies have been made into the subject of the School Farm System introduced in Aomori Prefecture of those days. In conclusion, (1) village elementary schools were regarded as the common. property of the village community members and (2) the Meiji administrative power practiced usurpation upon village communities so as to establish modern educational system in their place.

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Teaching and learning is cultural interaction between teachers and pupils. Anthropologist investigate it as 'transaction' and inquire its structure. This paper examines the theories of J.F. Hansen, an American educational anthropologist, and of two famouse deschoolrs, P. Freire and I. Illich and tries to make a theoretical framework about educational ' transaction' from anthropological perspectives. J.F. Hansen outlined educational 'transaction' in three main analytic components: identities and roles of participants, cognitive maps and stratitiegies, and communication. In his view education is an institutionalized means of effecting identity change. And cultural idea about knowlege, comunication, participants in the communication process and their mutual role-relationship contribute directly to the patterns of educational 'transaction'. P. Freire analyzed edcational 'transaction' philosophically as 'conscientizacion' through inter-subject communication. But, in his consideration, actual schooling is not inter-subject communication but transmission of knowledge from one subject to another, which he called 'the banking type of education'. In I. Illich's structural framework, educational 'transaction' is commercial transaction as a metaphorical structure, i.e. a teacher as a distributer sells curriculum to a pupil as a consumer. And through this process, the school system preserves society's myth, institutionalizes the myth's contradictions and produces and veils the disparities between myth and reality. Trough the consideration of these three theories in M. Yamaguchi's theoretical framework of 'transaction', some suggestions are made to understand teaching and learning as 'transaction' totally. The contents are as follows: I Introduction II 'Transaction' and dynamics of culture IE Aspects of teaching-learning as 'transation' (1) J.F. Hansen's theory (2) Theories of P. Freireand I. Illich (3) Relationship between view-points of Hansen, Freire arid Illich IV Conclusion

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This paper attempts to consider the use of Russian language as the "inter-national language of Soviet society " and as "a medium of educational system for all the peoples of the USSR". As a means of communication, Russian is becoming a second native language, for a growing number of the non-Russian population of the USSR. Consequently, the author is particularly interested in the factors behind the process of such phenomena as bilingualism. The analysis of how educational system and pedagogy reflect or reinforce language policy is a main factor in the treatment of the operation of educational elements in the bilingual situation of the Soviet Union. Bilingual didactics, so far as Soviet theory is concerned, is conceived mainly in both psychological and linguistic terms. Amongst others, Vygotsky and Shcherba ensure that the mother tongue is recognized as the basis for the acquisition of the non-native language. Bilingual educational theories reflect the general emphasis in the USSR on the child's consciousness of language processes, and have long stressed the principles of conscious acquisition. On the whole, it is not too much to say that after its long development , the Soviet bilingual educational system has reached a high scientific level and is now intensively developing in its theoretical aspects. In its actual phases of bilingualism, the raising of Russian to the status of a second native language in non-Russian schools is symptomatic of acculturation. It will probably mean the decline of traditional bilingualism as the smaller minority groups are assimilated.

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