As learners have been learning a unit of mathematical subjects, it is expected that their cognitive structures will change step by step. In order to evaluate the change of cognitive structure, the author and his colleague have developed testing and scoring by the WA-Test of I-Form (the word-association test of Iwate form) based on the preceding researches in the United States, and have accumulated the data. In the previous report, the significant correlation between achievement and scores of the test was found out only in the reasoning ability of students. In the present research, the author modified the achievement test instruments. This paper deals with a principal result as that scores of test were exhibited the significant correlative with abilities of memory, numerical and reasoning from among the achievement of students in the undergraduate level.
We saw a noteworthy curriculum development of Home Economics education in the United States of America in the 1960's. In early 1960's the Home Economics Education Branch of the U.S.Office of Education, which had not been concerned with development before started a curriculum development project at the national level. Workshops supported by the Branch were held between 1961 and 1964 at the various parts of the States and the result was published in 1967 by the A.H.E.A., entitled Concepts and Generalizations: Their Place in High School Home Economics Curriculum Development. This Study examines the origin and development of the U.S. project and analyses its characteristics and successful results. The results are as follows; The characteristic of the curriculum development was found in "concept approach", trying to structure the course contents in Home Economics. Thus, the concrete contribution of the national project in early days was to identify and develop basic concepts and broad generalizations as an outline in the various fields of Home Economics. In establishing these outlines, each area made a trial and error for a common procedure, but developed and employed the different procedure through the workshops. In developing the curriculum for secondary schools, these concepts and generalizations ought to be further reorganized from an independent theory of education. It should be highly evaluated that "concept approach" made it possible to structure the more discipline-centered course contents and to determine the concepts and generalizations in the whole field of Home Economics.
What is the nature of the study of material in the Japanese language? I think that we have to care about this problem again today. The current general study of the teaching material has entirely some complex elements. For that the characteristic of our study becomes to be vague and we become embarrassed at the way of our practice. Therefore we are demanded that we shall marshal central things and subsidiary things and fix them in a proper position. In this paper I will criticize and readjust the current style -the complexed style of these elements, which are the study of literary works (writing), the study of the teaching material, and the study of the way of guidance. Then I will examine the way of defining the minimum and necessary unit, with considering of the study of the Japanese language education wholly.
In Japan, the term 'current English' is widely used. By this, we think everyday English and business English, mass communications included, are considered from the present time and standpoint, and the word indicates the newest part in present-day English. In the field of current English, newspaper English and broadcasting English in particular play an important role. Even when using the term 'newspaper English', we should realize that various complicated elements are intertwined. Among others, because the content of the articles dealt with is up-to-date and lively, and the English used there actual and living English, we thought that English newspapers, as a living language, are excellent teaching materials for learning English. The articles in these newspapers range over a wide variety of subjects like politics, economics, society, education, sports and others, as so many activities of the community of men. And because the language used there is deeply concerned with life of human society, we thought it excellent teaching material at universities, also taking into concerned with life of human society, we thought it excellent teaching material at universities, also taking into consideration the social needs and the inclination in the students' interests. As for broadcasting English, when thinking about the up-to-dateness and practicality of the English used here, we think it greatly contributive to English-language teaching at universities. Especially, because broadcasting English is a phonetic language, a colloquial style is widely used, so we think it optimum to develop one's speaking and listening abilities. Therefore, we think positive learning results will be boosted through a combination of news- paper English and broadcasting English. In this respect, it is the second year I am engaged in English language teaching at the university, using current English teaching materials, and I wanted to investigate what current English teaching should be in the general culture course at universities.
This study is one of basic studies to make clear the function and the factor of learning through TV programs. The purpose of the experiment was to clarify the relation between logical structure of TV program and learner's image and logic formations induced by watching it. Heart-rate was analyzed as an index for it. The learners were ten 5th-grade boys and one of NHK TV programs for elementary science education was used. Learner's image and logic formations were asked by a questionnaire with 6 items after watching TV. The results were as follows: (1) Heart-rate changes depended on the difficulty of the processing of TV information. (2) Heart-rate deceleration was showed in the processing of TV information by means of only learner's stored experiences, and its acceleration appeared when TV information was not processed in his store. (3) The image and logic formation induced by watching TV program corresponded with the scenes which caused heart-rate acceleration.