8 0 0 0 OA 教育工学専門家に要求される能力
- 著者
- 今栄 国晴 平田 賢一 清水 秀美 北岡 武 中津 楢男 西之園 晴夫
- 出版者
- 日本教育工学会
- 雑誌
- 日本教育工学雑誌 (ISSN:03855236)
- 巻号頁・発行日
- vol.8, no.3, pp.107-115, 1984-01-20
教育工学専門家に要求される能力(コンピテンス)を調べるために,日本科学教育学会など4学会の会員に,能力に関する質問90項目を主体とする調査票を郵送し,563名の有効回答を得た.因子分析の結果,5因子が抽出されたが,小・中・高の学校や教育センターに勤務する教育工学教師には,授業設計・授業研究能力因子とメディア制作・機器操作能力因子が重視され,大学・研究所勤務の専門家には,それらとともに,とくに研究能力が重視され,さらに,教育システム開発運営能力因子や教育に関する基礎知識因子も比較的重視されていることがわかった.このことは,教育工学専門家を養成する場合,その将来の勤務先によって養成すべき能力に大きな差があることを示唆している.なお,米国AECTのスペシャリストに要求される能力表との比較検討も行われた.
1 0 0 0 OA 日本語近似系列の知覚と再生
- 著者
- 今栄 国晴 竹内 義夫
- 出版者
- 公益社団法人 日本心理学会
- 雑誌
- 心理学研究 (ISSN:00215236)
- 巻号頁・発行日
- vol.30, no.3, pp.168-177, 1959 (Released:2010-07-16)
- 参考文献数
- 26
- 被引用文献数
- 1 1
The purpose of this study was to investigate psychological characteristics of the series of approximation to Japanese. Two kinds of the series of approximation were experimentally made by the method which was quite similar to that of Shannon-Miller's guessing technique. The orders of both syllable and word-approximations were 0th, 2nd, 3rd, 4th, 5th, 6th, 7th, and text series. The text series means a series of meaningful syllables or words quoted from magazines and novels.Experiment 1. Syllable-approximation and intelligibility.(A) Procedure: 12 undergraduate students were asked to listen to the auditory stimuli which were given under the masking white noise at the rate of one syllable per second. Five different orders of approximation which consisted of 20 syllables were used as the stimuli. The level of noise was controlled. The S-N ratios were -8, -4, 0, +4, +8, in db.(B) Results: The intelligibility of syllables under the condition of the masking tends to increase with the ascending order of approximation (p<0.01; See Fig. 1).Experiment 2. Syllable-approximation and span of attention.(A): 8 students responsed to the visual stimuli which were presented tachistoscopically. The stimuli were 8 typewritten Japanese letters which were placed in a line vertically or horizontally.(B): The span of attention tends to extend with the ascending order of approximation (p<0.01; see Table 2).Experiment 3. word-approximation and immediate recall.(A): 20 students were asked to recall the word material which had been presented in audition. The material consisted of groups of 6, 10, 20 and 50 words.(B): The rate of recall of words increases in accordance with the order of approximation (p<0.01) and this tendency is almost equal to Miller-Selfridge's data (see Fig. 2).Experiment 4. Syllable-approximation and immediate recall.(A): The same condition as that of Exp. 3 except the material being syllables.(B): The rate of recall of syllables increases in accordance with the order of approximation (p<0.01; see Fig. 3).Experiment 5. Syllable-approximation visually presented and immediate recall.(A): 17 students were asked to recall the letters which had been presented by a film-strip projector at the speed of 2 letters per second.(B): So far as this experimental condition is concerned there is no significant difference between the auditory and the visual channel through which the messages were conveyed (p>0.99; see Fig. 4).Experiment 6. Syllable-approximation and eye-voice span.(A): 10 students were asked to read the material consisting of 24 letters. While the subject was reading aloud, the light was suddenly extinguished; he was required to continue saying as many which he had seen as possible.(B): The eye-voice span expands in accordance with the order of approximation (p<0.01; see Fig. 5).
- 著者
- 今栄 国晴
- 出版者
- 日本教育メディア学会
- 雑誌
- 教育メディア研究 (ISSN:13409352)
- 巻号頁・発行日
- vol.1, no.1, pp.38-43, 1995-02-10 (Released:2017-07-18)
メディアは変わっても、学習はほとんど影響を受けないという主張がある。メディアが学習効率に影響すると思われる場合は、主要要因の未統制、及びメディアの物珍しさ効果の影響を混同していることが多いという。しかし、その後、人の学習は単に情報を忠実に受容し保持するだけではなく、もっと積極的で構成的であると考えられるようになった。メディアからの情報は、短期記憶の中で変形され、長期記憶内の情報と総合されて新しい知識となり、認知構造を再編する。この過程において、マルチメディアを含むメディアの特性が強く影響することが予想され、それを支持するデータが発表されている。
