The student-problem score table, or SPST, analysis, which has drawn attention as a method of analyzing educational estimates, has recently been employed to obtain information necessary to improve learning and teaching processes in various fields of education.
In this study, the authors discussed a method of implementing the SPST approach to technical drawing education. After applying the approach to teaching processes for fundamentals of the third angle projection in technical drawing, we found several pieces of useful information that help improve the efficiency of learning and teaching.
First, this approach provides a more efficient technique to better understanding of the third angle projection by removing the careless miss in problems, learning and other aspects. As a specific method for this, it is very important to discuss the educational technique for maintaining well-balanced information between the views of projection. Second, problems become more difficult to solve accordingly if they include an oblique line or lines.
This approach enables one to improve learning and teaching processes for the third angle projection from an educational point of view.

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Along with the reform of the standard for the establishment of university, the fields and names of departments and courses as well as the systems of researches and education at the diversified universities have been renovated. On the other hand, under the prosperity of the network in the high information society, various computers are widely used as the information processing systems in all of the area.
From the light of these facts, it is desirable to execute a newstyle education for computer graphics coped with the revolution of modern society by using the computer in the descriptive geometry. Then, the Graphical Information Processing Systems (GIPS) have been developed in order to execute the graphical education adapted to the diverse need of the present time at the University of Osaka Prefecture (UOP) . The trial education has been enforced by using GIPS for the freshman of the College of Engineering at UOP since 1985.
In this report, the fundamental doctrines as well as the educational method for the computer graphics education are proposed as a sample of the new type education. In addition, the excellent drawing rerults in the trial education are described. Finally, the relationships between the results of graphics education and the student' s ability of performing a mental cutting test are summarized.

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This paper describes the effectiveness of box method for isometric drawing from orthographic views, used in traditional graphics instruction. For evaluation of effectiveness box frame displayed problems, suggested box method are provide. Student performance on these transformation problems delivered by CAI system is compared experimental (box frame displayed) with control groups. The following three variables were measured to determine teaching effectiveness: percent of correct answer, mean solution time for correct answer, and mean solution time for all subject. These variables indicate that the students who received the box frame displaying performed better in all measured areas. We have found that the effectiveness of box method is shown in these variables. Several factors of solution time for all subject were identified related to this improved performance. These obtained factors were time in beginning drawing, operation times, number of out-of-bounds line, and time expenditure per one operation.

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An experiment was designed to investigate the 3-dimentional visual space character by seeing 2-dimentional simple figure. In the Author′s previous study, the amounts of perspective convergences on the depth axis of the cuboids that were showen by frontal axonomeric projection, was measured experimentally.
In the present study, the subjects were requested to make a perceptual cube under the same condition, to define the scale on the depth axis.
Here, the cube's shape was culculated and showed on a computer display in real time, using the data of above mentioned preveous study.

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At the outset, it must be mentioned that the Japanese educational system consists of 6-year elementary schools, 3-year junior high schools, 3-year senior high schools and 4-year colleges and universities.
In the junior high school, projection chart will be briefly touched upon in its mathematics class, and in a technology and home science class, simple design drawing and manufacturing (mostly wooden work) based on the drawing will be introduced. In the senior high school, descriptive geometry used to be part of the mathematics class, but it was decided that it be deleted from the curriculum a few years ago. Therefore, Japanese students have now nothing to do with descriptive geometry until they become a university student.
Students majoring in science or engineering at university have much to do with descriptive geometry and design graphics, and they are mostly the students who belong to such sections as mechanical engineering, electrical engineering, civil engineering and architecture. These courses, however, are not offered to the students whose major is informatics, chemistry or biology. In addition, it must be noted that some colleges and universities with the departments of fine art, pedagogy and home science offer the courses for instrumental drawing, descriptive geometry and design graphics.
The principal theme of Japanese university education is twofold: general education and professional education. General education is usually conducted in two or one-and-a-half year span, and it is followed by two or two-and-a-half year′s professional education. General education is subdivided into human science, social science and natural science. Natural science usually consists of mathematics, physics, chemistry and biology. So far as the students majoring engineering are concerned, zugaku, or descriptive geometry, is an overwhelming choice as one of the subjects of natural science. On the other hand, engineering design graphics is pursued as one of the subjects in professional education.
•Departments of Mechanical Engineering and Architecture place much more emphasis on this subject than any other department in college of engineering, and the relevant data are as follows:
•Department of Mechanical Engineering: descriptive geometry, exercise in descriptive geometry, engineering graphics, machine design and machine design drawing
•Department of Architecture: descriptive geometry, exercise in descriptive geometry, architectural design drawing, drawing and painting
Department of Civil Engineering and Electric Engineering spend about a half as many class hours as Department of Mechanical Engineering. Department of Civil Engineering offer courses for descriptive geometry, exercise in descriptive geometry, drawing laboratory and practice of structural designs.
It can be easily noticed that there is a distinct defference in their respective treatments of descriptive geometry between Department of Mechanical Engineering and Department of Architecture. Mechanical engineering uses third angle method, while architecture makes use of first angle method. As for CAD computer aided design, Department of Mechanical Engineering is much more postitive in their seeking for ways of application than Department of Architecture. At the present time, the educational system of universities in Japan is undergoing a fundamental diversification, and each university is now vigorously changing its curriculum to meet its own specific needs.
For more detail, please refer to the papers presented by Japanese participants in this proceeding.

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本論文では中国の大学における工程図学教育のここ数十年の発展情況及び今後の取り組みについて概略を紹介し, 特にその発展の各段階の特徴について筆者の個人的な見解を述べる。

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