タイイク ガクシュウ オ シエン スル ガクシュウ シエン ソフト ノ カイハツ : ヒョウゲン リズム アソビ ドウブツ ランド オ ジレイ トシテ

The aim of this study is to devise an application software for aiding \u27Representative Rhythm Play\u27 in Physical Education and to investigate it\u27s effectiveness. An application software for aiding \u27Representative Rhythm Play\u27 was \u27Animal Land\u27. It consisted of a top menu and a side menu. The top menu consisted of Cover, Explanation for use, Animals in the zoo, Animals in the natural field and Examples for \u27Representative Movement\u27 of animals. The selection of animals was based on how to express the movement quality. The practical experimental lessons of \u27Representative Rhythm Play\u27 consisted of five hours as one unit. Second grade elementary school pupils were used as subjects. In the first lesson, pupils were showed digital teaching materials using computers and projectors and then they were taught how to use them. After they were able to use digital teaching materials using lap top computers by themselves. We let pupils fill in questionnaires after each lesson. The results of the pupil\u27s reaction can be summarized as follows: Almost half of the pupils were interested in digital teaching materials. They accepted the use of computers positively. However, further devise of digital teaching materials is required to allow pupils the use of them more easily concerning effective sound and explanatory words.国立情報学研究所『研究紀要公開支援事業』により電子化

ショウガッコウ タイイク ジュギョウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ キョウショク ケイケン ノ オオイ シドウシャ ニオケル ソフト シゼン ノ チカラ ノ シヨウ コウカ ニツイテ

The aim of this study is to devise a learning support software aiding primary school teachers to teach physically expressive movements in elementary P.E. class, which usually tends to be seen as difficult among P.E. teachers, and to investigate its effectiveness. An experimental class was held by using the pilot learning software, called "Power of Nature," which is designed to be suitable for teaching the higher graders of elementary school in P.E (expressive movements) class. In the experimental class, 30 children were divided into six groups, and asked to state their thoughts after each unit of teaching materials and after every class. Each group performed their works, which were recorded on VTR. The movement data were examined, firstly classified based on the components, either single or consecutive, and on the structures of the works. Then single movements were analyzed in terms of four elements: the physical parts, the basic movements and the physical level. The results can be summarized as follows: 1. 34.6% of children had experiences in creating expressive movements until the fourth graders whereas 65.4% of them had no experiences. They worked on the assignments positively and the significant differenceswere not found irrespective of their experiences. 2. The significant differences (ρ<.05) were found in such headings before and after the unit "Expressive Movement": "Hit on movements when given themes," "Hit on many scenes when given themes," "Find varieties of movements suitable for one\u27s own images," "Move well without feeling shy" and "Find good qualities of own movements and works." 3. In creating works, each group chose 4.8 single movements on average and 30 consecutive movements in total. As for spatial structures, even though every group thought out very well, circular, scattering and whirling formations were especially prominent. 4. As for the animated software used in the Expressive Movement class, up to the third class all (100%) children replied either "very useful" or "useful." In the fourth class, they replied either "not useful" (10.7%) or "not useful at all" (4.0%). The data indicate that as they became to create movement images by themselves without the support of the animated software as the classes proceeded. 5. As for the single movements that children chose, rotating and jumping movements were prominent. It shows that they judged such movements were the most appropriate to express transcendental power of Nature which was the theme in the Expressive Movement class.著者名表記「Omoto Saya」は「Omoto Aya」の誤植

ショウガッコウ タイイク ジュギョウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ キョウショク ケイケン ノ オオイ シドウシャ ニオケル ソフト シゼン ノ チカラ ノ シヨウ コウカ ニツイテ

The aim of this study is to devise a learning support software aiding primary school teachers to teach physically expressive movements in elementary P.E. class, which usually tends to be seen as difficult among P.E. teachers, and to investigate its effectiveness. An experimental class was held by using the pilot learning software, called "Power of Nature," which is designed to be suitable for teaching the higher graders of elementary school in P.E (expressive movements) class. In the experimental class, 30 children were divided into six groups, and asked to state their thoughts after each unit of teaching materials and after every class. Each group performed their works, which were recorded on VTR. The movement data were examined, firstly classified based on the components, either single or consecutive, and on the structures of the works. Then single movements were analyzed in terms of four elements: the physical parts, the basic movements and the physical level. The results can be summarized as follows: 1. 34.6% of children had experiences in creating expressive movements until the fourth graders whereas 65.4% of them had no experiences. They worked on the assignments positively and the significant differenceswere not found irrespective of their experiences. 2. The significant differences (ρ<.05) were found in such headings before and after the unit "Expressive Movement": "Hit on movements when given themes," "Hit on many scenes when given themes," "Find varieties of movements suitable for one\u27s own images," "Move well without feeling shy" and "Find good qualities of own movements and works." 3. In creating works, each group chose 4.8 single movements on average and 30 consecutive movements in total. As for spatial structures, even though every group thought out very well, circular, scattering and whirling formations were especially prominent. 4. As for the animated software used in the Expressive Movement class, up to the third class all (100%) children replied either "very useful" or "useful." In the fourth class, they replied either "not useful" (10.7%) or "not useful at all" (4.0%). The data indicate that as they became to create movement images by themselves without the support of the animated software as the classes proceeded. 5. As for the single movements that children chose, rotating and jumping movements were prominent. It shows that they judged such movements were the most appropriate to express transcendental power of Nature which was the theme in the Expressive Movement class.著者名表記「Omoto Saya」は「Omoto Aya」の誤植

ショウガッコウ タイイク ジュギョウ ニオケル ヒョウゲン ウンドウ ガクシュウ シエン デジタル キョウザイ ノ カイハツ ト ヒョウカ : キョウショク ケイケン ノ スクナイ シドウシャ ニオケル ソフト シゼン ノ チカラ ノ シヨウ コウカ ニツイテ

国立情報学研究所『研究紀要公開支援事業』により電子化。著者名表記「OMOTO Saya」は「OMOTO Aya」の誤植