The purpose of the study was to do research on the actual condition of the practical use of teaching materials and to analyze the reasons why some of them were used very often and others not. Subjects were 315 middle school teachers [238 men and 77 women]. Contents of the research were mainly on the following two points. 1. to grasp the actual condition of the practical use of common teaching materials and materials in social studies. 2. to analyze the reasons why teachers do not use such materials. Followings were the main results. 1. The level of the actual condition of practical use of common teaching materials was very low. 2. There were a few teaching materials in social studies which used very often. These were a map and topographical chart. But other teaching materials in social studies were not used often. 3. There were three groups non-use group I, non-use group II, and use group, classified by Theory of Quontification III. 4 In general, woman teacher did not use teaching materials frequently in her class compared with man teacher. 5. There were three main factors which affected the reasons why the teaching materials were not used often, (a) ill arrangement of the materials, (b) teacher's inability to handle them, (c) defects attributed to the materials themselves.

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Presently 80% of the universities in Japan have a teacher training course in the curriculum and the major part of these institutes have established a lecture for "Broadcast Education and Audiovisual Education." However, the curriculum and structure for this lecture is diverse, and the actual situation has not been clarified. The regulation for attaining a teacher license has been altered in 1989, and methodology, techniques and technology for education (including information machinery and material) has been newly included as a mandatory subject, that is upon supervision of the instructor of Broadcast Education, Audiovisual Education and Education Technology. The actual situation of Broadcast Education and Audiovisual Education was surveyed throughout the universities of Japan, and the aim of quality improvement of related course content through the clarification of the situation is derived from the intent of the Study of the Survey Concerning Broadcast Education and Audiovisual Education Lectures in Universities. This study was assisted by the Foundation for Broadcast and Culture (Housoubunkakikin) and cooperation was facilitated through the members of the Japan Association for the Study of Audiovisual Education and the Japan Association for the Study of Broadcast Education through a questionnaire survey. The preliminary survey was first conducted in May, 1989, and concerning related subjects of Broadcast Education and Audiovisual Education, we attained 248 answer sheets from members of the Japan Association for the Study of Audiovisual Education and the Japan Association for the Study of Broadcast Education working in universities. 541 answer sheets were also collected from private, public and national universities throughout Japan. Among 516 answer sheets concerning related subjects of Broadcast Education and Audiovisual Education, the structure of a questionnaire survey was conducted on 557 subject courses (out of 285 were valid) as follows; mainly, a. the profile of the subject course supervised, b. content of the course, c. the media utilized in class and assisting system and d. method and technique of education. This resulted where concerning the profile of the subject course supervised, 71.2% replied that the supervised class was "concerning Broadcast Education", 89.1% replied that the supervised class was "concerning Audiovisual Education", 57.2% replied "concerning computer education". Therefore, many of the broadcast and audiovisual education courses included computer education. Concerning the content of the course, lack of time seemed to be the number one indicator for the under 40% level for actual practice in the lecture content. In comparison with universities and junior colleges, universities put weight on theory content where junior colleges put weight on actual practice. For the media utilized in class (and assisting system) 80% replied the "blackboard", 60% replied using VTRs and OHPs. The use of personal computers were higher than slides or 8mm, 16mm films. The utility level of an Audiovisual Library for Educational Material was 40%, therefore clarification was made that personal preparation and use of educational material was common. About the method and technique of education, the subject viewed as most important was "the use of broadcast and audiovisual materials in school education", followed by "the practice of audiovisual material production". In general, a tendency existed where educational material, practice of machinery utilization, computer education and practice were viewed as important.

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