放送教育の方法論を求めて

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1. Optimization of broadcast instruction The past twenty years since the beginning of broadcast (ITV) instruction have brought enormous change in both theory and practice. Varieties and gaps have been found among teachers' needs, methods of broadcast instruction, and program contents. These tendencies are divided briefly into the two categories; one is learning by broadcast --- ITV education is a means of learning, and the other is learning of broadcast --- ITV education is one of the goals of learning. Nowadays, we should not insist on "either/or type" theory and practice, but determine an optimal way to make use of ITV. 2. Strategies for the utilization of instructional television A tecaher who welcomes television into lessons is requierd to master the strategies for the design, administration and evaluation of new instructions. However, these strategies are not yet known by many teachers and have no standards for validity and reliability. In this article, I derived the three types of strategies from my own direct and indirect experiences. Type 1 - teacher enjoys ITV with her pupils, She does not instruct before, during and after the program. The leadership which she exercises is only to select a "key scene" in the program and to ask her pupils to do so, too. Type 2 - teacher asks her pupils to point out the phases and the subject of the program. In addition, she asks them to get "divergent thinkings" and "exploration motives" through the program. Type 3 - teacher asks questions with the different points of view from the program. 3. Evaluation of broadcast instruction (1) Evaluation in the cognitive domain Ability to grasp visual phases systematically and to point out the subject of the program correctly, etc. (2) Evaluation in the affective domain Strength and direction of feelings obtained through the program, etc. (3) Analysis of individual transitional processes.
日本教育メディア学会の論文

著者

水越敏行
大阪大学

放送教育の方法論を求めて

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