書写学習における訓練法の違いが児童に及ぼす影響 : 指導者に対する認知及び学習意欲の分析

概要

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Effects of the three training methods of “sho-sha”with brushing on the pupils' motivation and their cognition of the teachers ’behavior were examined.Main results were as follows.1)The “tedori” method, in which the teacher takes the pupils' hands, was most effective in motivating the pupils to the “sho-sha” lessons.2)Girls were more positively motivated to the lessons than boys.3)Teachers' task-oriented behavior was not so highly evaluated in any of the three methods.4)Pupils of the “tedori” method positively evaluated their teachers' consideration-oriented behavior. The　“rinsho” method, in which pupils exercise by watching the model and the teacher gives instruction only by words, and the “mosha” method, in which pupils exercise by tracing the model, indicated relatively lower scores to the teachers, consideration-oriented behavior.5)Pupils in the “tedori” felt their teachers more approachable and affective than those of the “rinsho” and the “mosha” methods.
熊本大学の論文
1985-02-25