大学における視聴覚教育・放送教育の実情と今後 : 全国大学調査から

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Presently 80% of the universities in Japan have a teacher training course in the curriculum and the major part of these institutes have established a lecture for "Broadcast Education and Audiovisual Education." However, the curriculum and structure for this lecture is diverse, and the actual situation has not been clarified. The regulation for attaining a teacher license has been altered in 1989, and methodology, techniques and technology for education (including information machinery and material) has been newly included as a mandatory subject, that is upon supervision of the instructor of Broadcast Education, Audiovisual Education and Education Technology. The actual situation of Broadcast Education and Audiovisual Education was surveyed throughout the universities of Japan, and the aim of quality improvement of related course content through the clarification of the situation is derived from the intent of the Study of the Survey Concerning Broadcast Education and Audiovisual Education Lectures in Universities. This study was assisted by the Foundation for Broadcast and Culture (Housoubunkakikin) and cooperation was facilitated through the members of the Japan Association for the Study of Audiovisual Education and the Japan Association for the Study of Broadcast Education through a questionnaire survey. The preliminary survey was first conducted in May, 1989, and concerning related subjects of Broadcast Education and Audiovisual Education, we attained 248 answer sheets from members of the Japan Association for the Study of Audiovisual Education and the Japan Association for the Study of Broadcast Education working in universities. 541 answer sheets were also collected from private, public and national universities throughout Japan. Among 516 answer sheets concerning related subjects of Broadcast Education and Audiovisual Education, the structure of a questionnaire survey was conducted on 557 subject courses (out of 285 were valid) as follows; mainly, a. the profile of the subject course supervised, b. content of the course, c. the media utilized in class and assisting system and d. method and technique of education. This resulted where concerning the profile of the subject course supervised, 71.2% replied that the supervised class was "concerning Broadcast Education", 89.1% replied that the supervised class was "concerning Audiovisual Education", 57.2% replied "concerning computer education". Therefore, many of the broadcast and audiovisual education courses included computer education. Concerning the content of the course, lack of time seemed to be the number one indicator for the under 40% level for actual practice in the lecture content. In comparison with universities and junior colleges, universities put weight on theory content where junior colleges put weight on actual practice. For the media utilized in class (and assisting system) 80% replied the "blackboard", 60% replied using VTRs and OHPs. The use of personal computers were higher than slides or 8mm, 16mm films. The utility level of an Audiovisual Library for Educational Material was 40%, therefore clarification was made that personal preparation and use of educational material was common. About the method and technique of education, the subject viewed as most important was "the use of broadcast and audiovisual materials in school education", followed by "the practice of audiovisual material production". In general, a tendency existed where educational material, practice of machinery utilization, computer education and practice were viewed as important.
日本教育メディア学会の論文
1992-03-31

大学における視聴覚教育・放送教育の実情と今後 : 全国大学調査から

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