This is a study of Piaget's psychology for the applications to mathematics education. Theoretical analyses about the Operationalism and the child's conception of natural number in Piaget's psychology was intended to find out the implications for education. It was comprehended that the necessity to make appeal to the activities of children is founded on the mechanism of the intelligence. All actions of intelligence are operations and these operations are to function only in so far as to be prepared by the activities. In order to develop the conception of natural number in children, the activities about classes and order relations should be organized in the form of pre-curriculum according to the operational principle. Cuisenaire Rods is a good material for this purpose.
The aim of this paper is to investigate the development of children's conception of universe and put the developmental study to the guide of curriculalar design. Children's conception of universe divides into four successive steps, i.e., the naive realistic conception of universe, the conception of the diurnal revolution of the heavens, the Copernican cosmology and the conception of expanding cosmos. This paper gives a brief illustration of elementary and secondary astronomy curriculum materials.
This report explanes how one pupil(N) understood, and remembered what he had learned in the class. (1) He remembers what he had learned with images instead of words. (2) One image concludes many intelligences, but the more deteiled image concludes the more deteiled image concludes the more intelligences. (3) He recollects the images to have remembered as soon as he has had a probrem from outside. And he solves the probrem comparring the images with it. (4) There are two types in which remembered images. One is who gets many experiences into a few images, and another is who many experiences into images. A few images arranged bring deeply understand into him. (5) Books don't leave him good images. But experiences makes him useful images.
It is the purpose of this study to clarify the patterns of children's thought recognizing natural phenomena. This study was analyzed in view of two points. The first point was the relation between the system of memory and the patterns of thought. The second point was the system of memory and the patterns of thought. The second point was the relation between setting up the problem in problem solving and the patterns of thought. The results of investigation were reported. The investigation was designed to make clear of the relation between characteristic of children's development and their capacities of relating mateｒials.
A teaching method of homemaking education had ever been developed including a role of pedagogy. Indeed we can see this fact by Narita's (1940) and Ishizawa's (1916) books, for example. Meanwhile, a new research to construct a science on the school curriculum started recently and identification of its relative place to the pedagogy and its contents have been discussed. The author comprehend that the science of home economics education is a discipline having an original content which involves both contents of pedagogy and home economics partially. From this point of view, a whole scope of the science of home economics education is suggested and it is the author's opinion that the suggested all courses should become curriculum components for the elementary and secondary teacher training course.
Today Home Economics Education has many problems. Above all, the contents of Home Economics Education is taken far more interest than its means, system etc. Besides, the researches in selection of contents in Home Economics Education are poor stuff in spite of necessity for the investigation in Japan. The present paper aims at considering Life-long integrated education, and researching a way of selection.
The Course of Study for junior high school was revised by the Ministry of Education last summer. The definite line for revision in foreign language (English) course is to make careful selections of teaching items from the language materials, and to foster their learning attitude for fundamental language activities in order to carry out Comfortable Education. This tendency was estimated a few years ago, and last year a new teaching procedure for it was remodeled from the old one, which was made by me in 1968, mainly based upon the Audio-lingual Habit Formation Theory. This new teaching procedure has already been applied by me and others several times at demonstration teachings in some junior high schools. While doing so, the importance of the separated treatment of language activities was realized under the situation that only three English classes can be assigned to junior high school English course. For this, first, a few suggestions to develop 'listening' ability will be made in the procedure of 'oral introduction' of the new teaching material. Second, in order to promote 'speaking' ability itself, two or three practical activities will be indroduced with some students' examples, which may be very unique for the average.