It is very good that child-center-education is asserted today. But, I fear, Man think following: child must study subject, in the same way man says that there is a mount, because man climbs it. We may take as perhaps the most general object of education that it cultivate child's ability for living. Child must learn the basic idea and attitude for science, if he should learn it for better living-power in his life. The living-power have the layers-structure, so child does not develop straight, plane. Therefore, teacher must make a study of the subject and material with child-living-power. That is, the making a study of the subject and the material is very important in teacher. I hope, child make study the material, so he make learn by the material.
As the language activity of writing, this paper has listed up these three items and had the explanation for each. 1. copying and spelling 2. dictation 3. composition The first two items, "copying and spelling" and "dictation" are, so to speak, initial terminal behaviors as opposed to the final terminal one (for example, creative writing or free compo- sition) and they are originally very important. However, in spite of their importance and indispensability for the acquirement of English basic skills, these have been treated lightly in general in everyday English teaching procedure. This fact will be taken up and then the absurdity of this will be presented with some explainable examples. In "composition", the author has firstly set up an attainable goal for average students of junior high school by distinguishing productive vocabulary and sentence patterns from receptive ones and, secondaly shown how to manipulate practically these separation. The last chapter, "The Speciality of English Education in School, and Language Activity", will present with two or three authentic examples what we teachers can and should do in the course of English teaching at school.
So far there have been few studies on attitude toward arithmetic or mathematics, and any instrument for measuring attitude toward mathematics has not been developed in this country. In the study, the author administered Dutton Attitude Scale (with fifteen items) and McCallon-Brown's version of SD, both of which were translated into Japanese. Then attitude of prospective elementary school teachers toward mathematics was measured and some findings on attitude interested in and instrument used in the study were obtained. Reporting of this findings of the study is the purpose of the paper.
In the previous paper (Saeki, 1978), we have reported that there are two types of semantic profiles with the concept 'mathematics', in senior high school students, one of them, named type I, is showed by low achievers in mathematics and another type, named type II, by high achievers. In the present paper, we shall report and discuss the similar results with junior high school students.
This report is an analytical study of children's compositions which were written at the end of 6 grade. This study is devoted to know how children think about the following problem solving. 1. Sensing and defining problems in the situations where science knowledge, ability, attitude and skills of problem solving can be profitably developed. 2. Making the best tentative hypothesis, testing it by experiments and drawing conclusions.
In this paper, common components of the objectives and goals in science education was analyzed and the relation between those components was defined. Furthermore the structural table of the objectives and goals was composed by combining these components and was discussed from the historical points of view. As the results of these discussions it was found that the internal essential elements of the objectives and goals (knowledge, ability and attitude) in science education have varied from the stress of knowledge and the ability to that of the attitude, and that the external elements of them have varied from only the field of natural science to that of the combination with natural science, technology and culture. Therefore it was concluded that we should develop, in further, the objectives and goals of science education in the direction of the addition of the internal and external element vectors.
The heritage of education is the seed that brings forth the prosperity of the future. The culture has inherited from generation to generation through the education. The culture is not a mere register of facts. Learner's minds connect one fact with another. They seek for order and relationship. In this way they arrange the facts so that they are linked by some inner law into a coherent network and give the logical explanation and meanings. This is the very process of a systematic way of answering questions. As a result of this process, an organization of knowledge is being built and a new culture has developed and transmitted. In chemical education, the learners must think of places and phenomena that have not yet been explored. Therefore, they seek the implication of his image and uses the image to make predictions about nature in new and different situations. Predictions - cause and effect relationship or grouping - are made by seeing if they are consisted with nature in new situation. Chemical education is the organization of learner's knowledge in such a way that it commands more of the hidden potential in chemical change which separate and recombine so as to produce new substances with different properties.
The purpose of the present study was to find out the teaching methods of elementary science suitable for children, in keeping with educational objectives. To attain this goal, the authors made use of factor analysis in order to get a good grasp of children's concepts of what constitutes desirable elementary science lessons. Our investigation revealed the following four factors in children's concepts of desirable lessons: "independence", "thinking activities", "body actions" and "interaction with others". Factor scores were computed, resulting in a clear and detailed picture of their concepts of desirable lessons.
A purpose of this study is to find the actual condition and better method of coeducation in industrial arts and homemaking education. We got the samples from 1079 students of the first, second and third grades in junior high school of Aichi prefecture. The major findings are as follows; 1) This subject is more liked by male rather than female. 2) There are a lot of difference between male and female in the preference of learning materials of the subject. 3) The students hope the total number of school hours increases. 4) Almost students approve of the coeducation. 5) The teaching materials of the subject that fits for the coeducation are "Food" and "Wood Processing".