ティーチング・マシンによるプログラムド・ラーニングの理論的・実証的背景

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概要

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• This article discussed the theoretical and experimental bases on which so called Teaching Machine Movement proceeded. Historical consideration about TM Movement was made in the contex of behavioral science. It was suggested that there was significant relation between the TM Movement and general academic trend (Zeitgeist) of education and psychology in the first half of the 20th century. This is important point to understand TM Movement. Objectivism in education, associationism and neo-behaviorism in psychology were much influenced to TM Movement. 'New educators' who promote such a type of instruction have a common point of view. That is a positive mental attitude toward the effective development of instructional technology. It is concluded that Teaching Machine and Programmed Learning may release the teacher, but it will mean the release from the ignorance about science of learning and the ambiguous understanding about his own instructional contents. Main problems which were discussed are as follows: I. Educational significance of behavioral science (dessin) 1. Operational definition of learning and contributions of Teaching Machine and Programmed Learning 2. Some interpretations of Programmed Learning in terms of behavioral law II. Historical overview of psychological and educational researches about 'Teaching Machine and Programmed Learning' 1. Teaching Machine Movement 2. Zeitgeist in the early stage of the 20th century and TM Movement III. Significance of the 1st serial researches by S.L. Pressey and his students 1. Historical implication of Pressey's first article and Zeitgeist 2. Educational, social and economic significance of Pressey's original device 3. Technological inovation in education and Pressey's proposal 4. Survey of researches by Pressey's students in the beginning of 1930 s' IV. Significance of the 2nd serial researches by S.L. Pressey and his collaborators. 1. Re-opening of the 2nd serial researches and development 2. Application to special instruction programs and the evaluation of its result V. Science of learning and 'Teaching Machine and Programmed Learning' 1. Implication of B.F. Skinner's operant learning theory to education 2. Conditioning as a basis of Skinner's analysis of behavior 3. Role of reinforcement in human life situation 4. Relation of 'Teaching Machine and Programmed Learning' and general psychological principles (dessin) 5. Psychological implication of programming (dessin) 6. Importance of program and necessity of machine VI. Critical appraisals about Programmed Learning and conclusion

• 国際基督教大学の論文

著者

• 大羽 蓁

  国際基督教大学

関連論文

• 精神の能動観と行動科学の発展に関する歴史的考察 : 現代のTeaching MachineとProgrammed Learningの考え方との関連において
• ティーチング・マシンによるプログラムド・ラーニングの理論的・実証的背景
• ティーチング・マシン

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