The 2017 elementary school curriculum guidelines indicated that the learning activities utilizing computers in each subject were enhanced, and that programming thinking was cultivated. The contents of the curriculum guidelines for junior high school and high school were updated ac-cordingly.　With the formal implementation of the new curriculum guidelines in fiscal 2020, some parents heard uneasiness, while some teachers at schools complained that they could not cope with the change.　So, the purpose of this paper is to provide an overview of the national curriculum of the UK, which is an advanced country of informatics education, and to obtain suggestions for considering the future of informatics education in Japan.　As a result, three suggestions were obtained. (1) Informatics education in Japan is much shorter than in the UK, so it is necessary to secure suf-ficient time.　(2) Education on computer science, digital literacy, and information technology must be incorporated into elementary, junior high, and high school education as a whole.　(3) The four aspects of computational thinking, the need for a curriculum that allows students to learn decomposition, pattern recognition, and abstraction algorithms according to their developmental stages.

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Recently more and more people tend to use the SNS, and research to control the problems has been requested. We analyzed the relationship between the motivation and the problems by an online questionnaire survey. We used 709 samples that use SNS the most among users who use the Internet for a long time. As a result of factor analysis, Labeling and numbering of 5 factors were as follows ; factor 1 ; escapism factor 2 ; acquisition of the feeling of superiority and rating factor 3 ; maintaining daily relationship factor 4 ; complaint and consultation factor 5 ; acquisition of empathy. As a result of logistic regression analysis, Escapism was rated 2.29 (adj.OR), acquisition of the feeling of superiority and rating was rated 2.30, acquisition of empathy was rated 2.32 for the SNS addiction. Acquisition of the feeling of superiority and rating was highly related to the problem of physical and mental health (adj.OR: 4.73, 3.52).

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The purpose of this study is to clarify the effects of the teaching method for concept formation using a dynamic software. It employs the following three methods: (1) referring to the model of concept formation by Sfard and applying it to the concept of “angle”; (2) devising a teaching method as an indication of prior research on concept formation by utilizing ICT equipment; (3) performing a teaching experiment on 84 public elementary school children using the dynamic software GeoGebra to examine the change in the number of correct answers before and after implementing the tool, and analyzing their speech protocol in the interview survey. Results suggest that the browsing of ani-mation using the dynamic software internalizes the concept of “angle”, and the direct manipulation of the software condenses the concept. In particular, the use of the dynamic software helped students recognize that the angle is a rotation amount independent of the “side length” that the angle con-figures.

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In sports and martial arts, it has been pointed out that words often become obstacles when coaching skill. On the other hand, however, the words have also been reported to promote the acquisition of skill in cognitive science. The effect of words in coaching has not been studied sufficiently yet. In this research, we aimed to examine experimentally the change about body movement of learners through verbal communication with a coach and to study the effects of words in coaching. As a method, five learners who received verbal coaching conducted reports on feeling or　impressions about standing and walking, after a coach confirmed the reports, and made comments by verbal guidance. As a result, one learner did not recognize the change about body movement both before and after the experiment because an evaluation by a coach is high, but three learners confirmed the tendency to change to body movement expected by a coach. On the other hand, it was confirmed that one learner changed to body movement different from the expectation of a coach. From the discussion, it was suggested that not only words were shown to be effective for coaching skill, its effect varied among individuals, but also words could be counterproductive.

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