This study proposed three types of classroom information used by a teacher, and the reconsideration of a process for planning lessons. The proposed classroom information consisted of three kinds of information : 1) determinant information for ways of implementing successive lessons, 2) feed-forward information for the next lesson planned, and 3) feedback information for improvement of the lesson. As a case study, this study explored how to use classroom information by comparing an experienced teacher with an inexperienced (second-year) teacher. The results were as follows : 1) there was a difference between the experienced and inexperienced teacher in using determinant information for successive ways of implementing the lesson ; 2) there were no basic differences between them in using feed-forward information for the next lesson plan ; and 3) there was no difference between them basically in using feedback information for improvement of the lesson. While the inexperienced teacher referred to teaching skill based on feedback information, the experienced teacher referred to construction of the lesson based on feedback information. It is thought that these differences were due to personal teaching theory, the quantity of episodic knowledge on lesson, and their usage. Finally, the descriptive model of using classroom information by a teacher was proposed and the relationship between using classroom information and teacher growth was discussed.

Teaching is an interweave of both instructional and managerial activities. The purpose of this study was (1) to identify and classify classroom management behaviors, (2) to build a model explicating such behaviors, and (3) to outline the implications of this model in instructional research. Because the authors aimed at describing actual classroom management behaviors, believed by the teacher to be rational, the classroom management behavior model can be characterized by the following : 1. It not only describes differences in classroom management behaviors among teachers but also describes those acted out by the same teacher. 2. It describes two types of classroom management behaviors. One type is planned and deliberate. For example, the teacher inserts new materials into the instruction in order to promote the students' intellectual engagement in the lesson. The other is spontaneous. Again, for example, the teacher makes changes in the students' activities or perhaps his or her questioning sequence. This paper also presents two examples of the model in actual use. The first is related to planned management behaviors, the second to spontaneous behaviors.

Teaching is an interweave of both instructional and managerial activities. The purpose of this study was (1) to identify and classify classroom management behaviors, (2) to build a model explicating such behaviors, and (3) to outline the implications of this model in instructional research. Because the authors aimed at describing actual classroom management behaviors, believed by the teacher to be rational, the classroom management behavior model can be characterized by the following : 1. It not only describes differences in classroom management behaviors among teachers but also describes those acted out by the same teacher. 2. It describes two types of classroom management behaviors. One type is planned and deliberate. For example, the teacher inserts new materials into the instruction in order to promote the students' intellectual engagement in the lesson. The other is spontaneous. Again, for example, the teacher makes changes in the students' activities or perhaps his or her questioning sequence. This paper also presents two examples of the model in actual use. The first is related to planned management behaviors, the second to spontaneous behaviors.

This study is to develop the mentoring system through on-going cognitive intervention for helping a mentor to learn teaching skills. This system consists of three phases, co-planning, on-going cognitive intervention, and reflective conversation. To explore the effectiveness of this system, this system were used at 3 elementary schools and one junior-high school. Participants were 3 elementary teachers, 1 junior-high teacher and 3 mentors. All conversations were recorded by IC recorder.As the result of content analysis of conversations, this system was effective for a mentee because a mentor provided teaching skills based on a concrete teaching situation. And in reflective conversation, a mentor made his personal practical teaching theory explicit, that is, why he gave the on-going comment in that situation, so a mentee could learn both teaching skill and practical knowledge. This study suggests the possibility of teaching teaching skills through this developed system

[Purpose]This research aimed to develop a package of multi-generational programs to support people with dementia（PWD).[Method]Questionnaires were mailed to citizens age 40 and older. A package of six action research studies was conducted: implementing a series of lectures and workshops ; delivering a study program in elementary schools; organizing a volunteer group;collaborating regular meetings of community care professionals; delivering mindfulness therapy for caregivers; and intervening to in old apartments. The Social Capital Scale administrated at baseline and at 24 months. [Results] The respondents in the follow-up survey confirmed the decline of the ratio of participants in community activities; however the increased ratio of people who hoped to help neighbors was statistically significant.[Conclusion] Multi-generational education programs,including volunteer placement and support, must encourage residents to join activities to help PWD and their families

This study aimed to explore the availability of a lesson plan and a video clip as a resource for in-service teacher training network program in order to develpo the network system among some kindergartens through ICT. The results showed that a lesson plan and a video clip serve teacher professional development as a resource. Teachers interacted among one another about their practice, beliefs, and something related to their practice. However, in the process of discussion among teachers, someone who takes the role of asking them critically about practice or a lesson plan would be required because each teacher tended to speak about his/her practice based on own kindergarten context.The future research is to explore how to match individual tasks with resource based on the individual kindergarten context because teachers from different kindergartens participate in this program

The purpose of this study is to explore teachers' practical intelligence when making achievement test. We focus on their practical cognition, dicision making and judgement using semi-structured interview and arranged questionnaire. Through those survey, we generate seven categories of teacher's point of view when they make test, for example feedback and feed forward of information about evaluation. Future studies will focus on the collaboration of teachers in evaluation and assessment of students

This study aimed to explore the availability of a lesson plan and a video clip as a resource for in-service teacher training network program in order to develpo the network system among some kindergartens through ICT. The results showed that a lesson plan and a video clip serve teacher professional development as a resource. Teachers interacted among one another about their practice, beliefs, and something related to their practice. However, in the process of discussion among teachers, someone who takes the role of asking them critically about practice or a lesson plan would be required because each teacher tended to speak about his/her practice based on own kindergarten context.
The future research is to explore how to match individual tasks with resource based on the individual kindergarten context because teachers from different kindergartens participate in this program.

The purpose of this study is to explore teachers' practical intelligence when making achievement test. We focus on their practical cognition, dicision making and judgement using semi-structured interview and arranged questionnaire. Through those survey, we generate seven categories of teacher's point of view when they make test, for example feedback and feed forward of information about evaluation. Future studies will focus on the collaboration of teachers in evaluation and assessment of students.

早稲田大学eスクールのコンテンツは、その多くが大学の授業のライブ映像を用いている。この間、eスクールは8年目に入っているが、常に200名を前後する学生を安定的に受け入れている。このような状況を考えるとき、何故にライブ映像がeスクールの学生に迎えられているのか検討する必要と価値を感ずる。
この研究は、ライブ映像の場面に表出される人間としての教師でしか表現しえない表現力、情報量の問題が焦点化される。この問題は、前川ら(1988)のパラ言語の問題として既に部分的に明らかになっていた。
パラ言語とは、音声言語には属するが言語情報とは異なり、言語情報以外に韻律的表現をされている従来ならば言語情報として分類されることのない情報であり、その韻律的に表現された情報が言語と同等にみなされうるものとして注目を集めた言語である。パラ言語情報は、発話において言語情報を変容したり補助したりすることによって、話者の意図や態度、発話スタイルを伝達するものとされている。パラ言語情報は、イントネーションの変化、抑揚、パワーの強弱によって表現される韻律情報であるが、文字言語に転写すると判断不能になる。
授業中における教師の言語行動の中に、どのようなパラ言語が含まれ、そしてそれが受講者たちからどの程度共通の意味理解をされたかを明らかにすることに努めた。本実験においては、連続的な音声言語の流れの中で表現されるパラ言語情報のカテゴリをあらかじめ被験者に与えた際に、どの程度そのカテゴリ,を使って各パラ言語を識別できるか実験した。「注目」、「確認」、「反語」、「強制」などの意を汲むパラ言語は、ほぼ70%以上の一致度をもっていることが明らかになった。このような学習行動を強化する機能をもったパラ言語は、明らかにeラーニングの学習を豊かにするものと考えられる。

This research was done to examine effects that the active learning behavior that appeared during the lesson was caused for the study promotion.
This research was focus on 1) Raising hand behavior in the classroom, 2) Note-taking , 3) Underlining to the texts, 4) The research of the modality of the use of e-learning in the lecture type class that uses e-learning together has been brought together.
Those results were as follows.
1) This study was tried to investigate mechanism of the behavior of the raising hand through the observation of an actual classroom class scene. The result was shown that raising hand behavior was provided for by a class environmental factor of the class acknowledgment of not only child individuals' belief but also the child.
2) This study investigated the relation to the test score with the Note-taking in the lecture after the fact. Information on the lecture was classified by the key sentence, the item of note-taking and the amount were examined, and the relation to the score of the test that had been imposed two weeks teaching later was analyzed. As a result, high correlations were shown the amount of note-taking and the test score.
3) This study investigated the effectiveness of underling while reading on readers' understanding of textual information. The result showed that the promoting improved the subjects' recall of the underlined information regardless of the texts' defficults or the length of reading time.
4) This study investigated the learner's learning process in lecture class of university together with e-learning. The result showed that a learner may access e-learning when he/she doesn't know that he/she can understand content of lecture, and when he/she perceive necessity of re-taking the lecture. This result suggests that learners can use it when they perceive necessity of re-taking the lecture after they know that they don't understand content of lecture.

本年度は最終年度にあたり、最も大規模な実践研究を行った。教育実践の概要は以下のとおりである。2006年度後期(2006年10月〜2007年1月)早稲田大学人間科学部(通学制)で実施された講義「教育測定評価論」を対象とした。学生数約140人。eラーニング教材として同授業をライブ録画し、編集を施した教材が併行利用された。eラーニング教材は、講義動画,パワーポイント資料,およびBBSによる質疑応答機能から構成されていた。学習者には授業開始と同時に、eラーニング教材が提供され、それの利用方法について入念な説明と予備的試行が行われた。以後、授業内容からみた3つの主要テーマに関連したレポートの提出が求められた。
この研究の眼目は、eラーニング教材の利用の状況と学習者のレポートの評価の関連性を分析することにある。全ての学習者のeラーニング教材の学習履歴と評価の関連性が分析された。結果の概要を述べる。(1)評価の得点に応じて、上位群,中位群,下位群の3群に分けた場合、中位群,下位群の学生において、eラーニング教材の利用を重ねた場合、高い得点上昇率が見られた。(2)これに比べ、上位群においてはeラーニング教材の利用と評価の得点との関連の有意性は見出されなかった。しかし、このグループのeラーニング教材の利用傾向を見ると、個人差が大きく、eラーニング教材の利用ストラテジーを詳細に調べる必要性指摘できる。この件に関しては、中位群,下位群においてもその必要性を感じる。拘束性の少ない自由な学習環境において、学習者がどのような学習行動を自発的にとるかの研究が必要である。

ポートフォリオの1つとしてビジュアル型レポートを考案したが、レポート作成の学生への負荷が予想以上に高く、仕事と学習とのバランスに多大な影響を与えることが想定された。生涯学習としての高等教育という観点から、さらに学習行動の分析が必要であると思われた。そこで、訓練型のe-learningではなく、学校型e-learningシステムとして、早稲田大学e-schoolの実践の中で、学生の学習履歴(ポートフォリオ)の活用による評価を試みた。また、学校生活の要素であるホームルームのログの再分析を行なった。すなわち、学習面と学生生活面との両面から、e-learningによる学習評価を行なった。
学習面では、BBS上のグループ討論の活発性に関して、活発、非活発の2グループとそれらの中間に位置するグループ間の比較をテキストデータマイニングを用いて明らかにした。その結果、話し合いを活性化するのは具体的な数字などデータを含む投稿であり、一方話し合いを抑制するのは、抽象度が高く投稿者のはっきりした価値観が表現されている発言であることが示された。
学生生活面では、ホームルームBBSのカテゴリー分析を行なった結果、学習者同士のコミュニティの形成にホームルーム(HR)が役立っていることが示された。HRは、学習者の社会心理的なサポートと学習活動スキルや学習に関する情報の共有といった学業的支援の両面を持っていると考えられた。しかし、ROM(read only member)がクラスの60%存在し、受動的参加にとどまっていると推察された。
いずれにおいてもBBSに書き込むという能動性をどのように引き出すか、それを支援するためにBBSのログを中心としたポートフォリオの活用が学校型e-learningにおいては学習マネジメントとしてだけではなく、学習評価法としてどのように位置づけるかが課題であると考えられた。

To get substantive outcomes of e-learning courses, it is necessary for e-learning system including learning management systems to facilitate learners learning. Also it is necessary for teachers, coaches, and supporting staffs to work respectively. Teachers have three types of work: design, management and evaluation of the courses. Designing the detailed course structure is the new and important part of work for the teachers. And then online coaches appear to have a greater part of work to support the teacher and to facilitate classroom activities. Coaches have three types of work: facilitating the classroom activities, making classroom atmosphere and standards, facilitating the discussion processes. Many kind of learning management systems are now available free or commercially. The minimum functions are video streaming, bulletin board system, and testing, but these functions should be carefully designed and become more usable to get more substantive learning outcomes. Talking about the future learning environments, learner will be able to access directly his/her own working spaces by opening web brouser.

At the beginning of our project, we had intention to acquire our own cable channel which is available to our application concerned to life long education. But, the wave of the reform of university is very urgent, we are asked to build a e-school in Tokorozawa Campus by our president. So, we had presented our proposal to ministry of education. And we got permission to start our e-school at 2003.
The e-school is targeted towards working adults. Contents of the e-school courses were mainly constructed by videotaping live performances of instructors in the classes of the Faculty of human sciences. The curriculum of the e-school is almost the same as that of the traditional counterpart in the school of Human Sciences.
Half of the school system is common to traditional universities, but the other half consists of private companies involved in the administration of networks and the development of instructional content. Thus, we call our e-school system a hybrid school system.
A tutor is assigned to each class of 30 students. He or she assists students' learning of particular subjects. Each tutor must have a master's degree.
Advantages of an e-school are as follows.
1) Expansion of educational functions in time and space.
2) Improvement of the quality of instruction by making it public.
3) Realization of individualized instruction by the aid of BBS' and tutors.
4) Financial and educational reward systems for graduate students by providing them with positions as tutors.
Challenges an e-school faces
1) Higher tuitions in comparison to other correspondence courses.
2) Difficulty of offering various kinds of classes such as laboratory sessions, field research, seminars, etc.
3) Heavy work load of instructors in preparing teaching materials and supervising students.
4) Instructors' negative attitude towards e-schools.
5) Difficulty of employing and training tutors.

The Flexibility of men were proved experimentally as follows,
1) The effectiveness putting partner's face image into the screen during cooperative work using computer was proved. That is, they became more cooperative in the case of putting partner's face into their screen.
2) Even typical Impulsive and Reflective student, they can adopt opposite strategy when they understood which is letter.
3) The activity of pupil changes drastically when they study open space, and tranditional space.
To make clear these results, many apparatuses as actometer and environment was developped.
And also, many approach oriented ethnomethodology were tried out.

This research aims at the following thing.
(1) To systemize the curriculum and related data about the education for preventing disasters which developed at the elementary and junior high schools of the focus region in Hyogoken-nanbu earthquake disaster.
(2) To build a database about these education for preventing disasters.
(3) To build a system to open these database on the WWW.
To these purposes a result is as follows
(1)
At first we announced at the meeting of Japan Society for Science Education(1999). The title of our own symposium was "Development of Database on Earthquake Damage and Education for Preventing Disasters". And contents were some problem about the earthquake, and Education for Preventing Disasters what had been planned and carried out. The next we held open lesson on "Importance of Life Learned by Experience of Earthquake Disaster" at 2000 March and December. In the lesson, we used database and get a result.
(2)(3)
We gathered the data about "Earthquake Damage and Education for Preventing Disasters, Mental Care" from 1998 to 2001 and built a database. And also built a system to use the database on the WWW.The database is divided to literatures and pictures. The pictures are also divided to foundations damage and school damage. And built a homepage on the WWW in order to make possible to search these data on the web.
It passed from the earthquake for six years. And it is worried that earthquake experience will be forgotten. So, it is necessary to effort to develop these system so that they are used more effective.

Successful Aging' has been the most interesting research theme for many researchers in social gerontology and aging studies. However, very few, researchers have tried to investigate successful aging from the view point of life Skills' of the elderly, hi this research project, we developed scales to measure successful aging and Life Skills of the elderly based on extensive mail survey. The number of respondents is 2,732 from 5,000 randomly sampled in Kobe with 237,000 senior citizens aged 65 and over. Questionnaire contained about 700 questions. Factor analysis and structural equation modeling were applied to develop e scales. Scales for measuring successful aging are Positive Life 'View in Old Age' and "Negative Life View in Old Age", Positive Affect" and "Negative Affect', 'Subjective Aging in Daily Activities' and 'Subjective Psyco-Socdlal Aging'.
Fifty five uni-dimensional scales for measuring Life Skills are developed, among which twenty nine uni-dimensional scales were proposed from the view point of structural stability and scale reliability. Then, the effects of Life Skills on successful aging were analyzed. As a result, the following findings were gotten. Life Skills such as 'Caring oneself', 'Goal Setting', 'Stress Coping", Bright and Cheerful" promote Positive Life View in Old Age" more strongly than socio-demographic attributes such as age and living standard. 'Faithful to oneself', Mnaging Anger and Conflict', 'Aloofness', 'Active Intimacy' promote "Negative Life View in Old Age'. 'Aspiration', 'Skill with the hand', 'Show one's Individuality', promote Positive Affect'. Dressing up', 'Narcissism', 'Affinitypromote Negative Affect". 'Subjective Aging" is promoted by Isolation", 'Show one's Individuality, Aloofness", Dependency", 'Narcissism', 'Affinity, "Naughty". The abpve mentioned findings seem to be newly information requesting reconsideration existing understandings on successful aging and various programs for the elderly.
T. Oda, Social View of Elderly Japanese as a Second Majority Group, Human sciences Research, 9-1, 2001, 1-31
T. Oda, TV Watching Behavior and Program Preference of Elderly Japanese, Bulletin of the Faculty of Human Development, Kobe University, 8-2, 2001, 255-269
T. Oda, Living Bahavior of Elderly Japanese in Urban Area, Kobe, Human Sciences Research, 8, 2000, 1-28
T. Oda, Independent living in Old Age and Everyday Competence, Bulletin of the Faculty of Human Development, Kobe University, 7- 1, 1999, 201-222

埼玉県立伊奈学園総合高校の評価にかかわる研究は、我々の手により、文部省科学研究費の助成により既に一度なされている(平成4〜5年度総合研究(A)「伊奈学園総合高等学校をモデルとした総合選択制の有効性に関する実証的研究」、代表者:佐古順彦)。今回の調査研究は前回の補足的研究であると同時に、従来の質問紙的研究から脱却した調査手法の開発を含め、更なる新しい学校モデルのアカウンタビリティー研究を一歩押し進めたわけである。昨年は、ハウス制という制度が登校している生徒達にどの程度定着しているか認知地図的手法によって、自己のハウスの位置、他のハウスの位置の認知の相対的関係を明らかにした。
更に今年度は教師側のコミュニケーションの様態を基軸に伊奈学園固有のシステムが教師集団にどのような結果を残しているか、人類学的手法からの長期的観察から考察した。また一方で、人間形成の観点から力を入れているキャリアガイダンスのシステムの評価を、これは伝統的調査技法を用いて行なった。

This study attempts to improve teacher education from the viewpoint of children's socialization in instruction. We used two approaches in this study, and these approaches employed was as follows ;
<Children's socialization in instruction>
1.We considered the significance of socio-cultural approach for empirical instructional analysis in science education. In addition, we analyzed science classes of the 6th grade by mutual action analysis. The result of our analysis clearly shows that teacher and children dealt with various social language(expression or utterance or word), as a consequence, they learned from each other. 2.The results of our analysis also shoes that the relationship among children effected on learning outcome. The relationship is not necessarily relevant to cognitive learning outcome in the one lesson, but it is cleared that the degree of intimacy among the learning group members is relevant to children's commitment to learning activities.
<Adjustment to class>
1.Based on the example of teacher and children's activities in instructional situation for two years, we examined the non-equilibrium cognitive theory about the transitional process of personal cognition. We considered teacher and children's dynamic cognitive transitional process from the viewpoint of micro-macro structure, closed-opened class, and self-generation by self-reference. 2.This study examined the process of adjustment of a transfer to the class from the viewpoint of transitional process of a transfer's consciousness. As a result, it is cleared that the change of others and one's viewpoint have importance to adaptation of a transfer to the class. 3.This study examined the issue of children's socialization from the viewpoint of "public" and "private" self. In other words, we paid attention to "What is the individual?" and "What is publicity?". As a result, it is cleared that there is a close relation between formal education and self-decision. 4.This study examined the issue of children's maladjustment to the class from the viewpoint of Children's selves. That is to say, we paid attention to the Children's selves from the viewpoint of other's evaluation and children's the cognition of it, because we attempted investigate the relation between children's selves and maladjustment to the class. And, we also examined the teacher's cognitive framework for children.

The purpose of this study is to develop a muti-media system based on educational clinical knowledge. It was known that reflective thinking through cognition of teaching and learning events and adaptation of teaching skills are most important for the development of practical performance for teachers. So, this study try to develop the vod system that allow a flexible access to many information about lesson plan and also reflect their own lesson plan, rewrite the plan with their own paces. This system was constructed from three module with a Japanese subject for elementary school. (1) The Home Page is written in html for the student teachers' use. The home page consists of contents of a textbook, a lesson plan (object, unit, subject matter, flow chart of lesson etc.), protocol and a MPEG code video of the lesson. (2) Common gate interface described by Perl that records the data when the link, setting on the home page on each terminal, is clicked. It was named "checked cgi". (3) Common gate interface described by Perl that changes the data request recording into the data request chart on the selected terminal and present it visually. It was named "request browse cgi". Using this system, we find the followings. (1) Student teachers made reflect thinking for making lesson plan. (2) This system visualizes the pattern of the data reuest from the student teacher. The analyzed chart shows us the student teachers' demands. (3) The student teacher demands information for understanding the subject matter related to making a lesson plan rather than the information about student's interest. (4) These analyzed charts that include the relationship between text information and visual information are useful for redeveloping and the optimization of Hyper-text presentation.

今年度は、最終年度であり、2年間のまとめを行なった。
まず、指導技術としての発問スキルの検討を行なった。特に、外側から計測可能である発問後の待ち時間の意味と発問スキルの多様性との2点を、場面・対象の把握・認知という点から検討した。その結果、教師の指導技術(経験・学習を通して獲得されたもの)および行動選択のための情報獲得方法としての注意の配分、さらに意思決定能力に代表される認知スキルの総合としての教授スキルレベルの指標として、発問後の待ち時間は用いることができると判断された。
また、昨年度の研究成果から、教師モデル、特に初任者教師において教師としてのアイデンティティ確立が大きな意味を持つと考えられたため、同一学校に勤務した男女各1名の教師像の変容とその変容をもたらした出来事に関する調査を行なった。これは、本研究で開発された授業日誌法の変形版として1ヶ月単位で行われたものである。これにより、授業目誌法と命名した、記述型リフレクション様式は、教師の日常性をとらえる道具として有効であると考えられた。
本研究の結果としては、初任者教師の発達は、教授技術の未熱さが障害となっていることが示唆された。それは、板書などのスキルレベルというよりもむしろ、子どもの情報獲得のスキルの未熟さである。
そのために、授業認知が指導案に基づく枠組みに執着するという結果を招いていることが示唆された。
最後に、本研究の報告書を作成した。報告書の内容は、教師による授業認知と教授スキルの関係を初任者教師のデータにより明らかにし、教師の発達過程に関するモデル提案している。その際、教師の教室の出来事の記憶という点を重視している。特に、行動決定のための記憶の働きに着目している。本研究ではこの点は明確にできなかったが、今後の研究課題である。

This project had two aims.
1. To make clear the idea of Life Skills in Scientific and Technological Society of 21st Century
2. To develop the teaching materials or curriculum for students to develop their Life skills in school.
The first year we could find the concepts of life Skills as below :
(1) We must realize our life is highly technolozied, and our society is information technolozied society.
(2) We must have a competence or skills to manage the technological subjects, to select proper information, to educate by myself, to develop self esteem, and to be decision making by ourselves.
We developed life skill teaching programs in the Akashi experimental schools attached Faculty of Human Development of Kobe University. We could find we should develop the cross-curriculum or comprehensive activity programs for students to develop their Life Skills.
Through the experimental approach to develop new materials in elementary schools in Kobe, We can find the project leader must be play the talented life skill manager.

The major objective of this project is to make further development of both theoretical and practical studies on didactic methods and systems for higher education.
The following are the main activities which this project undertook.
1.Investigation and research of creative thinking and its development through higher education.
2.Record and analysis of the experimental lecture (1996-1997) by Professor TANAKA.
3.International and statiscal researches on staff development.
4.Development of evaluation systems for university education.
5.Reform of university curricula, including exemiplification of educational contnts in various fields and levels.

本研究は、1年間に亘る教師の授業運営のあり方を、教師自身にとっての授業を中心とした学校生活における経験に基づいて探索している。授業運営を教師自身の考える基準(満足度や授業観など)に到達しているかどうかを日々の教育実践における問題状況の把握という形で抽出することを試みている。この方法は、授業日誌方式と呼び、研究代表者が開発したものである。同時に、毎月授業のVTR記録とそれに基づくインタビュー、および教師自身による一人ひとりの自動の目標に記入を行なった。これらのデータをコンピュータを活用しながら、KJ法により分類し、授業運営の変容を明らかにしている。対象は、初任者教師を想定していたが、阪神大震災の影響により教職経験14年の女性教師となった。ただ、担任した1年生に今まで対象教師が担当したことのないタイプの児童が数人含まれており、初任者教師の授業運営能力、特に児童理解のあり方に関しては有用なデータであると想われる。
分析の結果、次のことが明らかになった。第一に、教師は一人ひとりの子どもの理解(学力、性格面)にかなりの勢力を注ぐが、その観点は学級としての秩序維持から問題となる行動である。次に、ある程度学級秩序が形成されると、教師は児童のプラス面を評価するとともに、一人ひとりの個別目標を設定し、授業において働きかけるようになる。第3番目として、教師は問題状況に接しても、即時的に手立てを打たず、問題状況での児童の行動の意味解釈を熟慮的に行なうことが多いことがあげられる。最後に、授業を運営していくために必ずしも学力が高いのではないが、教師自身も言語化できない特徴を持った児童をリーダーというよりも教師のメッセンジャーを育てることが要件であることが示された。
また、開発した授業日誌と授業VTRによるインタビュー等の手法を組み合わせて用いることは、教師自身の成長を促し、かつ児童理解を深化することに役立つことが示唆された。

1.教師の信念と教授行動との関係について、調査研究を行なった。信念として、授業観、学級観、子ども観、社会科学力観および評価観を取り上げた。37名の小学校教師を対象とした調査の結果、教師は、問題解決力に代表されるような高次の認知的能力と意欲・態度の情意領域および社会性(協調性)を重視する傾向が明かになった。また、教授行動との関係は明確ではなかった。
2.この調査研究を踏まえて、小学校5年生担当教師(教職経験5年)の追跡研究を行なった。その結果、授業観、学力観が授業設計、実施段階においては反映し、他の信念はあまり反映していなかった。また、信念は子どもの反応に応じてそのレベルを変えていることも示唆された。さらに、教授経験のない学年においては、授業観や学力観は授業を積み重ねるにつれて、具体化する傾向があることも示唆された。
3.初任者教師の状況判断のあり方を追跡研究した。状況判断のあり方は、ビデオ中断法を用いた。その結果、初任者教師は、学年当初、学級経営的な視点で授業をとらえていたが、2学期以降教材の内容の伝達という狭義の教授へ視点が移行することが示された。また、学年当初は特定の子どもに関心が向いているのに対し、徐々に行動に関心が向くようになることも示された。このように、初任者教師は近視眼的に教室で生起する問題に対して対応行動をとっているが、それが教室全体を見渡せるようになると考えられる。そのプロセスは、学級経営的視点から教授の視点へ、そしてその両者が統合されるということであると思われる。

1) The reflecton on teaching is applyed to five classrooms and they are described in terms of "unit of meaning" emerged from reflection. Through the analisys using eleven categories it revealed that anticipation of children's behavior and teacher's feeling affect to the planning and teaching activity.
2) By appling Card Structuring Method to classroom observation it revealed that individual differences of observers' knowledge on classroom make the differences among their observation.
3) By researching the change of novice teacher's interpretation on classroom, we found that they tend to make the decisions strongly affected by temporal situation, beside the experienced teacher who is interested in consistent situation. And novice teachers tend to pay attention to classroom management in the first stage of the school year, but in the later their attention focus on theirselves and their teaching methods.
4) On relations between teachers belief and their teaching behavior, teachers put stress on the affective domain, high level congnitive abilities as problem solving, and cooperation of children. But they failed to realize them in the classroom activities. Their behaviors are also affected by their thoughts on students, classroom management and teaching method.
5) Effects of teacher's knowledge in students' activities with computers were investigated by participant observation, questionnaire, and reflection report using video and computer. The result shows that (1) charcteristics of the teacher affects the direction and variety of students' activities (2) beliefs of the teacher and knowledge of each student and computers secondarily affect teacher's understanding of the situation.

We Studied on how to supplement information in reading a text.Now we think the concept of supplementing information in reading a text isn't established. Therefore, firstly we discussed it from the view points of reader and subject matter.
Second, we investigated about how to understand a text. As a result, we suggest it makes an influence to understand the content of a text to give children a picture, but some children misunderstand the content by giving a picture. We indicate at least that to give a picture or supplement verbal information makes an influence to understand the content of a text. We planned a lesson according to the above result and implement it.
Third, we investigated how to supplement information in planning a lesson.Teachers tend to give a verbal information on an central instructional objective and give a visual information (picture)on premise objectives. They require children to think about a central objective and on premise objectives they require children to have images by giving a visual information.

本研究の目的の一つは、電子ニュースにおいて、読者が手間をかけずに記事のS/N比(全記事に対する自分の読みたい記事の割合)を向上させるための方法を見出すことにある。このために、電子ニュースシステムを改造し、読者が電子ニュースを読むときの行動(記事を読む速さ・時間、保存したか否かなど)を自動的にモニタする仕組を組み込んだ。さらに、読者の行動と記事の重要性の関係を調べるため、電子ニュースシステムにアンケート収集機能を組込み、利用者がそれぞれの記事を読んだ後で、どのような印象を持ったか(記事が有用であったか、他の人に薦めるかなど)を3〜5段階評価として収集するアンケート調査を行った。この調査では、1,500名の学生から、延べ15万件の記事についての情報を得た。
それらの分析結果から、各記事の平均閲覧時間(各記事に対して、その記事を読んだすべての読者の平均閲覧時間)と記事の有用性に正の相関が比較的高いことが分かった。また、予想に反して、記事を読む速度と記事の有用性の間には強い相関は見られなかった。調査の結果をもとに、平均閲覧時間が50秒以上の記事を抽出すると、有用な記事の40%を70%の精度で(抽出した記事の70%が有用である)取り出すことができることが分かった。ニュースグループ毎に閥値を変更することでこの精度をあげることができる。
今後は、このアンケート結果を基に、読者の行動より得られるモニタ情報を記事の書き手および他の読者に帰還させ、それらの情報を利用して利用者の手で情報の取捨選択を行える仕組みを提供すること、および、このような情報を利用者に帰還すること自体が与える影響を調べる必要がある。また、マルチメディア情報を含むニュース記事に対して、画面上でどのように表示するのが分かりやすいかという点について実験を行ない、効果的な情報提示方法を得ることも今後の課題である。

本研究は、教師の授業情況判断を探るために、授業情況における教室情報の活用を中学校教師を対象に、明らかにした。対象授業は、数学「点の集合と図形」である。その結果、授業情況において教師が活用する教室情報は、授業展開決定情報、授業計画寄与情報、授業改善情報、の3種類であった。これらの情報の活用に教師の授業情況の判断および教師の信念・知識が反映していた。経験教師と若手教師との相違点は次のようなことであった。
1.経験教師、若手教師に比べて、授業展開決定情報を数多く活用している。この差異は、若手教師は設計段階での思考内容は多いが、授業計画が曖昧であり、経験教師は授業計画はポイント連結型という授業のポイントが明確であり、そのポイントを結ぶように授業計画は立てられているために、授業計画の形式は大雑把であるが、授業情況において自省する内容は、明確である。
2.経験教師は、授業情況、教授経験(該当クラスでの教授経験と教職経験)、教材構成、個人的な教授理論とを総合した判断・解釈に基づく情報の活用を行なう授業情況依存型と捉えることができる。一方、若手教師は、自らがもつ授業パターンの始まりの段階を、生徒の反応(到達度)に応じて決定している。すなわち、若手教師は、生徒の理解の程度、あるいは作図方法の習得レベルの累積的なモデル(教授過程)にしたがって、どのレベルから授業展開を始めるか、を決定するために、教室情報を活用している。したがって、若手教師は、教授理論依存型と捉えられる。
最後に、本研究では扱っていないが、教師による自己内省によって教室情報の活用というエピソードを知識として獲得し、それが組織化、構造化されることによって個人的な教授理論を形成していくという教師の成長系があると思われ、今後の課題である。

From different point of view we evaluated Inagakuen Comprehensive Upper Secondary School that was the only large-scale comprehensive school in Japan. After reviewing the creation planning and present administration of the school, we examined effects of the unique characteristics of this school such as the various subject selection system, the large-scale enrolling 3300 students, and the schools-within-a-school plan which divided a large school into several small schools. Main results were as follows.
1.The subject classroom system and the large-scale architecture restrict teachers' space use.
2.The balance between anonymnity of large-scale school settings and intimacy of small-scale settings is essential.
3.Sex and course differences exist in the relation between subject selection and satisfaction.
4.Self-realization and cynicism are components of the graduates' self image.
5.Case studies show the importance of school life guidance as well as career guidance.
6.According to a comparative survey of career choice, Inagakuen students' university entrance aspiration maintains relatively high level while other schools' students tend to separate high and low corresponding to their achievement.
7.A financial analysis of school management shows that investment expenses for architecture and equipments are slightly high but standard administration expense is average.
8.Variety and quantity of work for information processing are rather serious. Reinforcement of the system and staff taining are needed.

Most of researches on teaching language has focused on the cognitive domain of subject matters. There were few literatures on communication analysis dealing with interaction between teacher and student and the relationship between cognitive and affective domain.
First, the present study explored some factors related to teachers' decision-making and judgment during instruction. As the result, teachers' recognition on students' reaction, classroom atmosphere, and a quality of interaction between teacher and student influence on teachers' interactive decision-making and judgment.
Second, We attempted to understand the relationships between teaching method and student thought process. One teaching method is the deductive method and another is the inductive method. We analyzed the students' internal process of cognitive and affective domain.
Third, We developed some materials about writing. The concept of development is to contribute to how to write, which is based on language art.
Fourth, We recognized that' The grammatical sentence theory (Bunporon-Bunshoron)' is a useful technique in planning for instruction and an analytical view point of instruction.
Finally, We proposed a new model of teaching language and discussed it.

THE RESEARCH RESULTS ARE AS FOLLOWS 1.WE DEVELOP THE DATABASE SYSTEM FOR THE VIDEO OF THE SOCIAL STUDIES LESSONS AND LIFE ENVIRONMENT STUDIES LESSONS. 2.WE COLLECT THE VIDEOS OF THE SOCIAL STUDIES LESSONS AND LIFE ENVIRONMENT STUDIES LESSONS ALL OVER JAPAN.AND WE INPUT THE DATA OF THESE LESSONS. THE SOCIAL STUDIES LESSONS AND LIFE ENVIRONMENT STUDIES LESSONS WE COLLECT ARE AS FOLLOWS. ELEMENTARY SCHOOLS 287 LOWER SECONDARY SCHOOLS 168 UPPER SECONDARY SCHOOLS 39 THE DATA OF THESE LESSONS ARE SHOWN IN THE REPORT. 3.WE DEVELOP THE PRACTICAL USING MODEL FOR THIS DATABASE SYSTEM. 4.WE REALIZE THE GENERAL PRINCIPLES IN INSTRUCTION PRACTICE OF SOCIAL STUDIES.

This study is based on the project which has been carried out for two years from 1989 to 1990. The result of the project is as follows :
1. Development of a Basic Electronic Dictionary of a Japanese Wordprocessor for Teaching and Learning :
The authors have anallzed the vocabularies in school textbooks to set framework and a design for making the dictionary for elementary and secondary school use. The completed dictionary is a floppy disk type, which is consisted of word dictionary (291KB) and kanji dictionary (74 KB). Approximately 20,000 words are ready to be retrieved. This dictionary has been getting a good reputation from the primary and secondary school teachers. Now we are planning to let primary and secondary school students use the dictionary to improve its reliability.
2. Discussion on Transforming System :
From the result of researches conducted at cooperative schools, it is preferable to introduce the Japanese Bunsetsu transforming system for the students who are still in the middle of developing stage in their learning Japanese. The Bunsetsu transforming system can convert a word written in Japanese Hiragana into a word mixed with Japanese Kanji and Hiragana automatically. For their elaborated research must be done for clarifying this point of view.
3. Differences between Writing by Hand and Writing with a Wordprocessor :
From the comparative study between two composition classes ; one class wrote composition by hand and another wrote using a wordprocessor, some prominent differences has been shown. Writing composition with a wordprocessing could motivate students more than hand writing, and was more convenient for students when they have to rewrite. Furthermore, in the compositions written with a word processor, number of using Kanji and idiom are much larger and the each amount of composition was longer than those of hand writing. However, it is notable that some teachers pointed out the importance of kanji larning and composition writing by hand writing.
4. Development of Analyzing System of Japanese Input Sentences :
We have developed a software for analyzing Japanese input sentences using a personal computer system. It can search Kanjis and idioms, categorize them into certain groups, and count the number automatically. The development of this system could encourage the researches in this field. It proved that this system could be applied into practical Japanese language education.

(1) Comparative of teaching-learning strategies and lesson plan in the field of the optional subject at the junior high school level.
(2) Observational analysis for the open system in elementary school, from the points of view space utilization, and multi media buck up system.
(3) Experimental study of the cognitive CAL program for elementary arithmetic.
(4) Experimental study of the Road Safety Education for the 4th grade, mainly, lesson plan making and media package developing.

(1) We developed in-service teacher training system using VOD and TV conference system. This system was extended the infrastructures of Akashi city, such as CATV network, WWW saver, and VOD server, Akashi Curriculum Development Center attached to Faculty of Human Development, Kobe University, Akashi City Educational Research Center, and Akashi Municipal Futami-Nishi Primary School were linked by this system.(2) We developed 15 programs for in-service teacher training. These programs were "Introduction of Dance Therapy to School Education", "Mathematics Education", "Interdisciplinary and Comprehensive Learning", and "Child Care".(3) To evaluate the effectiveness of in-service teacher training using these programs, We did experimental research 3 times. In-service teachers of Futami-Nishi Primary School and Akashi public schools participated in the research.(4) We discussed with the administration and educational staffs of Akashi city about "in-service teacher training" and "University and Society Collaboration" for information and communication technology society.(5) We held the symposium about in-service teacher training using IT networks.(6) We held the workshop for in-service teacher of Akashi schools about mentoring

This Study explored what functions are mentoring in lesson planning and in pre-service teacher training. The first study focused on the thought process of lesson planning. As A result, in lesson planning it was effective that mentor ask poor experienced teacher the question to shake severely the knowledge based on teaching experience. The second study analyzed student teachers' change process about their belief on teaching, professionalism, and relationship between mentor and student teachers through mentoring. This study suggested that the relationship between mentor and mentee was a strong apprenticeship so that this relationship constrained the extent of student teacher's learning about teaching. The third study also explored the function of mentor in initial education in the secondary school. This mentoring through watching video-recorded lesson was effective for student teachers. The watching video facilitated to reflect their lessons and be aware of the problem in teaching. The role of mentor was to direct student teacher's thinking way to discover the problem of teaching.The forth study was to investigate about the self-disclosure for teachers, which has been pointed the barrier to do action research and mentoring in Japan. And the fifth study explored the difference between experienced and un-experienced teacher on cognition of teaching process. This study focused on the identifying the problem of lesson, which was the important phase in action research cycle.The report included these five studies and two articles on the trend of action research and how the kounai-ken is effective for professional development from the view point of English researcher

Purpose :This research aims to clarify the teacher's teaching practical knowledge in the teaching process and the mentor' roles regarding the formation of teachers' abilities, using an action research.Method :In this research, the observers are teachers employed at a state primary school (with 12 years teaching experience) who observed an actual class and engaged in on-going cognition. Observer records quiet comments on what she/he notice while observing classes. The observer participates in the evaluation (mentoring) meetings of the classes as mentor, and they help a teacher develop self-awareness. The speeches of the participants are recorded on audio tape or video. The records of the ongoing observation and mentoring are documented (transformed to protocol data), and then undergo analysis.Results :Through this research, we fined the mentor's roles in the development of the ability of teachers. They are the reflective role, creative role and role for the realization of growth. These roles play key functions in the action research process for the improvement of teaching practice. Especially, reflective function by mentoring is the key factor in action research for teachers. So, the action research based teacher training plays the important role for professional development of teaches

It was possible to collect the historical testimony with which a Turning Point of a historical change in the evaluation look from the postwar to present and the scholastic aptitude look in the background is concerned through an interview investigation to the person concerned about a guideline revision from the second half in 1970's to 2000.It was possible to pick the school personal achievement look out from a quantitative analysis about the use pattern and the subject special quality through a category analysis of the terminology used for a report card

A key-concept of the school improvement is the Continuing Professional Development of teacher. In the study, we referred two practical models which were designed to accomplish our educational objectives and to certificate their validity. One is a case study on sustainable complex PDCA systems which was held in Hojo elementary school in TATEYAMA city. Another one is case study of sustainable school improvement through the internship between Meiho elementary school in TOKOROZAWA city and WASEDA University

看護教育において、専門性に関する知識・技能を獲得するプリセプターシップは重要な段階である。プリセプターシップは、メンタリングの１つとして位置づけられ、プリセプティ（新任看護師）とプリセプター（中堅看護師）との関係性に、その効果が左右される。また、看護基礎教育において看護技術の習得に関して、看護技術（人に対する技術）をどう捉えるかということも問題となってきた。本研究では、（１）プリセプティとプリセプターの関係性を捉えることと（２）看護技術の捉え方とを問題とした。（１）の関係性については、メンタリングにおける関係性に関する調査項目をベースにプリセプターシップ版を作成した。その予備調査として、7名程度のプリセプター及びプリセプティに対するインタビューを行なった結果、プリセプター及びプリセプティ間の個人差が大きいことが明らかになった。また、現状では中堅看護師の不足問題もあり、プリセプター経験を有する看護師も存在し、プリセプターシップを捉える枠組みそのものを再検討する必要性が窺えた。さらに、プリセプターが実践的スキルよりも心理社会的なサポートに傾斜することが窺え、人に対する技術習得におけるプリセプターの役割がはっきりしないことも示唆された。（２）の人の対する技術に関しては、患者の状態（状況）に基づく判断過程を含む看護技術の測定を問題とした。教師の意思決定研究にみられたように、再生刺激法や思考発話法、あるいはリフレクション等の方法が考えられたが、むしろ看護が「できる」ということを問うことの重要性が明らかになった。すなわち、「知っている（わかる）こと」と「できること」との間にはギャップがあるということである。その意味から、看護基礎教育カリキュラムの構造が、「わかる」から「できる」というシークエンスになっていないかどうか、といった点を中心に今後検討していく必要が示唆された。

本研究は、看護における人に対する技術獲得過程をメンタリングのプロセスから明らかにすることを目的とした。わが国ではメンタリングは企業内教育で数多く行なわれているが、看護のような専門家養成に関してはほとんど研究が行われていない。本研究では、プリセプターシップを看護におけるメンタリングとして捉え、プリセプターへの研修プログラムの分析を行なった。そこでは、技術そのもの獲得よりも看護して行なわれた技術を患者と看護の両視点から捉え直すという思考様式の獲得に力点が行われていることが明らかになった。また、同時に熟達看護師（いわゆるスーパーナース）が研修を担当する場合、熟達看護師と経験の少ない看護師との関係性、特にコミュニケーションのあり方が思考様式を含む技術獲得に重要な役割を果たすことが示唆された。それらの示唆を含めて、新任教師あるいは教育実習生へのメンタリングにおいて重要とされるメンターからメンティへの期待とメンティからメンターへの期待に関するチェック項目から、プリセプターシップにおけるプリセプターとプリセプティとの関係性を調べる質問項目の開発を行なった。さらに、メンターに求められる９つのコンピテンシー（有能さ）に関する調査項目を、教師教育用項目を参照にしながら作成した。　これらに加えて、看護師の技術獲得において重要な意味を持つエピソードの記述方法の開発を行なった。いわゆるナラティブ・アプローチの変型と考えられるが、看護師とその人間関係の中で自己把握を行う絵画図法である。　以上、質問項目及びエピソードを捉える方法の開発が本年度の成果概要であり、看護師を対象とした調査を行い看護師としての思考様式に影響を与えたエピソードとメンタリングとの関係を明らかにする予定である。

オンディマンド型講義の改善のための基礎研究として、以下の研究を行なった。（１）Blogを活用した協調学習の場としての中学と大学の連携による総合的な学習の実践所沢市立中央中学校において、環境教育（前期：総合的な学習、第2学年全6クラス）の支援を実施する。中央中の教員とカリキュラムの設計を行った後、環境科学の専門家による入門講義（デジタルビデオコンテンツ）の提供、授業時間中のPC操作サポート、Blogを活用した生徒による協同作業支援（サーバの提供、トラブル対応）、インターネットを利用した生徒への調べ学習サポート（アドバイス）を実施した。そのとり組みの一部を第55回関東甲信越地方放送教育研究大会埼玉大会（第52回関東甲信越が校視聴覚教育大会／第8回埼玉県教育メディア 活用大会）（2004年11月26日、所沢市）において公開授業として紹介した。（２）動画像BBSによる教員研修支援動画像の添付が可能な電子掲示板システム（動画像BBS）を構築し、所沢市の教員研修で活用した。教員研修のメンバーは小学校教諭：6名、中学教諭：1 名、教育センター指導主事：1名、早稲田大学：西村昭治で、動画像BBSを用い日頃の授業／教室での工夫点等の情報を交換し、教員研修用動画像コンテンツの素材とした。動画像BBSに投稿された記事数は約500で、そのうち動画像が添付されたものは約100であった。この研修については「コンピュータ を使った遠隔研修（e-learning）研究部　研究報告：所沢市教育委員会」としてまとめられた。（３）高等教育機関におけるe-Learningの実践／評価ほぼすべての授業がストリーミング動画像として配信される早稲田大学人間科学部通信教育課程の実践において、主として収録場所（スタジオ、教室）の違い、画質、音質等の観点から授業コンテンツの品質の評価を実施し、日本教育工学会等で報告した。（４）e-スクールにおけるＨＲの機能分析e-learningにおいて、学習者の孤立化を軽減させ、学習活動を維持していくことをねらいとしたＨＲのログを分析し、その機能を明らかにした。

本研究は、公立小学校における事前研究会－研究授業－事後研究会を校内研究ととらえ、事前および事後研究会における教師により表出された経験的知識を会話分析により明らかにすることを目的とした。分析の視点として、それぞれの教師が持つ経験知が、研究授業の観察という共通の体験により表出され、新たな指導法あるいはカリキュラムなど教育実践に関する知識創造が行なわれるかという知識変換という視点を用いた。その結果、教師から表出される知識は、研究授業の内容に依存するものの、多くは指導法および教材という１時間の研究授業に焦点化され、カリキュラムなどに言及されることは少ないことが明らかになった。年間を通して実施される校内研究には継続性がなく、むしろ各研究授業で完結する傾向が強いということである。また、教師同士の会話のつながりを見てみると、研究授業に依拠した発話に対しては、同じレベルでの応答がなされており、研究授業という具体的な事実から抽象化された知識への変換が十分にはなされていないことも明らかになった。それは、具体的な知識を抽象的な知識（授業内容に依存しない形式の知識）へと転換する、いわゆるナレッジ・マネージャーの存在の欠如が一因として考えられた。校内研究では、いわゆる研究部と称される教師がその役割を果たすことになると考えられるが、必ずしも機能していないことも明らかになった。あるいは、教師自身による経験知の表出が難しいということも考えられる。暗黙知といわれる臨床の知あるいは実践知という知識の表現の難しさである。したがって、校内研究が学校を基盤としたカリキュラム開発の重要な場であるにもかかわらず、必ずしも現状では十分に機能していないということ、それは、ナレッジ・マネージャーという役割の存在が欠如していることが明らかになった。同時に、暗黙知をいかに記述するのか、あるいは表出するのかが課題である。これについては、image-based approachによる予備的研究を行ない、暗黙知の表現可能性は示唆された。