In the present paper, we report that we have developed a simplified category system called SOCSIA(Simplified Observational Category System for Instructional Analysis) and a training system for classroom observation in student teaching. In the category system, teaching-learning process is considered as communication process and includes 10 categories for teaching behaviors, 8 for learning behaviors and 1 for other behaviors. These categories include not only verbal behaviors but non-verbal behaviors. It's category and time can be inputted everytime when a series of a specific behavior is terminated from key bord of personal computer by student teacher. Although the SOCSIA has a few categories compared with OSIA's, a training is needed for student teachers to find out one of 19 categories from a given behavior. In our tryout it is found that the SOCSIA is available for training of class-room observation for student teachers.
In order to measure the cognitive structures of learners, the author and his colleagues have developed and investigated to WA-Test (Word Association Test) of Iwate Form. Even now the relations between the cognitive structures and the mathematical abilities of learners are left unknown. The author has found the remarkable correlation and the R-Factor, i.e., the Reasoning Ability of undergraduates.
This Study was conducted to analyze the reliability of pupil's self-awareness. Because we must sometime depend on their self-awareness during school hours. Then, it was begun experimenting in. high jump. Thirty-eight boys and thirty-two girls in the fourth grade or fifth grade participated in this experiment. A bar of high jump was set from 50cm at first, and lifted up every 10cm to 100cm. They were asked every time whether they were confident of success or not before jumping. As a result, we could know that pupil's self-awareness (metacognition) could be reliable, and that it was dependent on his experience (metaexperience) which afforded him great information.
In the study, involving subjects who are seventh-grade students of the Attached Lower Secondary School of the College of Education, Akita University Japan, I intend to investigate the following problems mainly concerning the relationship between the cognitive and affective domains of teaching mathematics, which are as follows: (1) change of their attitudes toward mathematics during about 11 months, (2) predictability of mathematics achievement by intelligence and attitudes toward mathematics, (3) relationship between predicted factors under the factorization of their attitudes scores and mathematics achievement, and (4) change of their predicted factors of three groups: the upper achievers, the middle achievers and the lower achievers. The results of the study are summarized as follows: (1) Their attitudes toward mathematics are changed into less favorable ones. (2) Attitudes toward mathematics or a trait on character and behavior is almost one of predictable factors of achievement. (3) Predicted factors Factor 1 and Factor 3 equally effect mathematics achievement. (4) Factor 2 of the group of the upper achievers, Factor 1 of the group of the middle achievers and three predicted factors Factor 1,2 and 3 of the group of the lower achievers are changed during 11 months.
Several researches indicate that many students begin to dislike English (EFL) in the second term of the first year of junior high school in Japan. The purpose of this paper is to find out the causes of the dislike for the study of English, and to suggest how to solve the problem. The author discusses the problem from a standpoint of neurolinguistics. The empirical research done by L. Obler (1981) shows that there is right hemispheric participation in second language learning, and that this participation is particularly active during the early stages of learning the second language. Right hemispheric dominance for language is, therefore, an accepted teaching during the early stages. From this viewpoint, several concrete strategies will be proposed.
In the human life, we encounter three great appearances; nature, community and person. In order to live rationally, therefore, we must be educated how to see and how to think the nature; that is, we shall educate children for the purpose of building the scientific thought. Throughout the living things, we try to study the structure of contents in school duties.
This study is intended to trace an encouraging policy to school affairs through the process of modernization on the examination system of the elementary school attached : Morioka Teachers' School, especially early Meiji era, and on the evaluation on educational history of Isei SHIMA and Hisayoshi KANOU, who made a practice to reform the educational system in Iwate Prefecture, as educational history. I have attempted to investigate historical and educational conditions of competitive examination and monthly examination, though actively or passively appreciating reports of pupils' score on a test of the attached school and the others. These examination, given in schools in this era, awarded the qualification to pupils promoted the next form or graduation, and improved teaching methods or outlined program of instruction. Today, particularly almost all aspects concerning ill effects of entrance examination system in schools or colleges are discussed in relation to social background. In this study it is brought some fundamental problems from the view-point of historical perspective on objects, methods and forms of examination in school system of today were pointed out.