In the present paper, we use the McCallon-Brown Semantic Differential (SD) Scale (1971). Ss are student 5 senior high schools in Aomori Pref. and Iwatc Pref. in Japan. By 3 way ANOVA, we find that all the variables, 'scale', 'sex' and 'seat' of the school, arc significant and that the variable 'scale' is independent from two other variables. Also we find that there are two patterns in SD profiles for concept "mathematics", i. e., type I and type II. The pattern named type I is showed by literary studonts and the pattern named type II by scientific and mathematical students. Implications of these semantic pro- files to teaching mathematics and improvement of attitude toward mathematics are discussed.
The concept, "consideration about mathematics", or "philosophy of mathematics" was constructed by virture of theory of metalanguage, and it has been shown that consideration about mathematics is an important roll in (he science of mathematical education, as a discipline relating to mathematics in the science. In this paper, it is intended to examine a firm foundation of this discipline, using a model of inquiry based on Maccia's methodology of educational inquiry.
Music players' reaction to music is, as a matter of course, "overt behaviour," while on the other hand listeners' response to music can be regarded as "covert behaviour." In theory, what one has perceived through responses to musical stimuli is a product of one's spirit. Therefore it can be concluded by music educators, who participate in aesthetic education, that the "covert behaviour" - inner spiritual response to music - is more important than the "overt behaviour" - external physical response. It must be admitted, however, that school music educators have paid very little heed to this point. At any rate, we school music educators must clarify what the "covert behaviour" is, and work out some strategies for developing that behaviour. This paper is the product of an experimental research which we have made for the purpose of investigating the "covert behaviour" from the above-mentioned point of view.
In terms of modern music education, one of the most significant practical problems is that of systematizing the structure of achievement. It is necessary to take up this subject in order to solve the Important problems of the reorganization of educational content and the establishment of a theory of assessment. The first step in approaching this series of problems is to clarify the viewpoint of musical achievement, and standing upon this, puts a particular focus on the structuring of basic achievement. As a result of the study, in relation to the subject of music we have defined that the basic achievement of music education is a regularized system for mastering and recognizing music sensibilities, and we have illustrated this concretely in this thesis.
The purpose of this investigation was to study the attitudes of pupils toward their self-evaluation for their difficulty, interest and workmanship to help the improvement of subject matters and teaching. The steps of study were as follows; 1. Job operation was practiced for teaching materials of pupils. 2. Questionnaire were delivered to pupils to be Tilled up with their attitudes for tasks. 3. Researchers coold understand the degrees of difficulty, interest and self-evaluation of each task for pupils. 4. Researchers studied how to improve teaching material and teaching points. The investigation showed the following results; Pupils found more interest in the active, fruitful, creative and individually assigned tasks. They gave higher self-evaluation for easier works such as turning off the gas, washing foods. The level and allocation of teaching materials in the present course of study seems to be reasonable.