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ã®ç®ããèŠããšåŠçã®è³ªãåäžããŠããŠããå®æããªãããããæ¯å¹ŽäœäžããŠããŠããå°è±¡ããåããããã®æ ¹æ¬åå ã¯åŠå以åã®åé¡, ããšãã°åŠã¶ããšãžã®æ欲, ç¥ç奜å¥å¿, å°æ¥ãžåããç®çæèãªã©, ã«ãããã®ã®ããã«èŠãããæ¬çš¿ã®ç®çã¯, ãã®ãããªçŸç¶èªèã®äž,åŠçã®ç®çæèãåŠç¿æ欲ãé«ã, ãã®å¿çèªç«ãä¿ã, ãã®çµæåŠåãåäžãããšããã·ããªãªãå®çŸããããšãç®æããŠ, åŠçã«å¯ŸããåŠç¿æ¯æŽã®ãããããè°è«ã, 解決çã暡玢ããããšã§ããããã®ç®çã«åãã£ãŠã®1 ã€ã®ã¢ãããŒããšããŠ, æ¬çš¿ã§ã¯ç¹ã«ããŒã¿è§£æãå©çšããåŠçç解æ³ã«ã€ããŠè°è«ããããã®ã¢ãããŒããåãããšã«ãã, ããŒã¿ã«ããè£ä»ãã®ããç¥èŠãåŸ, ããã«åºã¥ãåŠçäžäººäžäººãžã®ã¢ããã€ã¹ã®ã§ããä»çµã¿ã確ç«ãããããã®ãããªææ³ã®çºå±ã¯, åŠçã®åŠåäžè¶³ãšãã倧åé¡ã«å¯Ÿããæ ¹æ¬çãªå¯Ÿçãžã®ç¬¬äžæ©ãšãªãã§ããããOne of the biggest issues for current most universities is how to deal with the students whohave not reached the knowledge levels and skills that they need in for university leveleducation. In order to help such students get enough knowledge and skills, quite a lot ofuniversities strenghen remedial education and special programs for newly entered students.However, despite of such kinds of big efforts, the levels of students still decrease year by year.In this paper we discuss alternative approach to helping students based on the recognition thatthe most important thing for such students is to do thing themselves proactively, to think hardand seriously about their future, their aim of study, and others. In order to go one step furthertoward this goal, we start with trying to understand the students with lecture data analysis. Themost important aim of this paper is to demonstrate the importance of such an approach
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ã§ãããUniversity professors are struggling with improving their lectures to be more effective against the students who have not enough eagerness to learn out of the everyday lectures. As we observe the students who have low performance in learning, we find that their problems are not in their ability to learn but in their lack of motivation to learn, lack of curiosity to knowledge, lack of skills for learning, lack of recognizing the importance of note taking, etc. In this paper we present our trial of modeling student\u27s attitudes such as willingness to learn and other ones based on lecture data. The data we use in this paper are attendance and homework scores for the index of student\u27s effort, and examination scores for the index of their achievement, together with their evaluation data on themselves and on the lectures. We analyze their correlations from these data. We believe the resulting knowledge extracted from such analysis gives useful knowledge for improving the lectures
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