1959年1月、日本初の教育専門局として開局したNHK東京教育テレビジョンは2019年で60年を迎える。当初は学校放送番組や語学番組などの講座番組が中心であったが、1980年代には社会全体が生涯学習を志向するようになったこともあり、子ども向け番組や、社会人そして高齢者を対象とした番組が増え、90年代からは「ゾーン編成」が取り入れられる。2000年代になると、さらに多様な番組を展開するとともに学校放送番組や趣味実用番組を中心に、インターネットへの展開を積極的に進める。2009年、教育テレビ開局50年には「ETV50 学ぶ冒険」をテーマに特別番組やイベントを開催。2011年には「Eテレ」という愛称を採用、「未来を志向するチャンネル」として番組を改変、2017年からは「みつかるEテレ」をキャッチコピーとして、さまざまなキャンペーンやイベントを展開している。本稿では教育テレビ60年の歴史を、各年度の「国内放送番組編集の基本計画」と放送番組時刻表を基に、NHK放送文化研究所の調査や論考、教育テレビ開局周年記念番組の内容などを参照しながらみていく。

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The Purpose of this research was to analyze how the objectives which the producer had were reflected in the content, construction and representation techniques of the program he made and to evaluate to what extent students could understand it. In order to clarify the objectives of the program adopted in this research a brief interview was held with the producer beforehand. The measurement tools were a pre-test, a post-test (both of them developed by our research members) and a response analyzer. The TV program used in this research was "Living things in the tidepool" which was broadcast on June 5th in 1984. (NHK) The main results were as follows. (1) According to the producer, the most important objective of the program was "understanding of the program as a whole" or "understanding of how living things in the tidepool adapt to their environment. "Analyzing the test results, it was found to be almost achieved. (2) The test scores in relation to factual knowledge were low. But the memorization of facts was not an objective of the program. So this result is not thought to be the evidence of the program's fault. (3) There were two special representation techniques used in the program. They were effective in terms of arousing affective response of the students. (4) There was no difference in the degree of understanding of the program between the two grades (6th-9th). Furthermore, there was little difference between the teachers and the students. This is a desired outcome of the program of this kind. (5) The results of the response analyzer showed that there was a main difference between the cognitive and affective response pattern of the students and the importance response pattern of the teachers. By this, it could be said that the teachers and the students, both receivers of the same program, tend to be differently affected by the program depending on whether the purpose to watch it is the preparation for instruction or the learning of new information. The conclusion is that the program evaluated in this research was effective in terms of the attainment of the producer's objectives.

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