V ガイド・システムの導入による僻地教育の改善(僻地社会の変動と児童生徒の人格発達:教育的環境条件の改善変化を中心として)
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概要
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The 'Guide-system' is one of the organizations for group guidance. Two children from a team which we call a kombi. This team is the nucleus of a group and a unit of classroom activities. A group which consists of three kombis is provided with a guide as a leader, and this guide leads the group in all classroom activities and learning. Through this guide-system we have tried to develop pupil cooperativeness and improve the effects of indirect guidance in a compound class. In this study we purposed to examine the changes in personality development of the rural children after our practising the guide-system for three years. The subjects were 123 Moshiri Primary-Secondary School children, in Horokanai, Hokkaido. The following tests were administered to them three times to examine their developmental changes in 1962, 1964, and 1967. 1)Kyoken-siki achievement tests. According to the results, their achievement in school subjects generally improved. 2)Sociometric tests. The results showed that the psychological distance between the subjects was reduced and their human relations became more close. 3)The degree of frustration covering 20 items selected from their home lives was investigated. The results showed that the degree of frustration decreased in all grades. 4)According to the responses to a questionnaire on their attachment to their native village, the number of the subjects who wanted to live there has been increasing. 5)The changes in their emotional meaning space were examined by Osgood's semantic differential method. The meaning of six concepts-'school, ' study, ' 'father', 'mother, ' 'home, ' and 'assistance of domestic affairs'-moved in the direction of the "likes-axis". 6)The social climate of this community was rated by the teachers, inhabitants, and youths in the Moshiri community. In this rating, opinions were gathered utilizing Stephenson's Q-technique. They all recognized that this community had become more democratic, more active, and more rational each year.
- 日本教育心理学会の論文
- 1968-03-30