学習プログラムによる一斉授業における回答時間
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概要
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In the previous paper, the authors examined the effect of the programmed learning method and pupils' reaction upon it. The method was tested in two ways, one was at 'teacher's pace' and the other at 'pupils' pace'. And for both the same learning program was used. At 'teacher's pace' some pupils complained of the shortage of response time while others felt it longer and the lesson tedious and irksome. This is one of the defects inevitable in mass teaching. Individual teaching at 'pupils' pace' can be free from this defect, but limited time makes it impossible for us to adopt it. Thus we have to find the proper length of response time for the mass teaching at 'teacher's pace'. We made our experiment as follows: We defined the ratio of the number of the answers to the number of the whole group as the rate of response, and investigated the relation between this rate of response and the effect on pupils in order to see what is the most suitable rate of response. We made junior high school second year boys the subject of the experiment, and divided them into groups and tested with the rate of response as parameter. In this experiment we used V.T.R. for teaching action, and the Minilyzer for detecting the rate of response. Our experiment revealed the following data on condition that the reinforcement was fully carried out in each frame. 1) High rate of response corresponds to longer time of response, but no appreciable advance is observed in the effect of learning after the rate of response gets to the range of 70% to 90%. 2) Too much time is required to hike the rate of response up to 90%. 3) Considering teaching efficiency, the appropriate response time is that which corresponds to the rate of response around 80%.
- 横浜国立大学の論文
- 1976-09-10