著者

杉江 修治 谷口 篤 仲 律子

出版者

日本教育心理学会

雑誌

日本教育心理学会総会発表論文集

巻号頁・発行日

no.46, 2004-09-10

著者

杉江 修治

出版者

中京大学

雑誌

中京大学教養論叢 (ISSN:02867982)

巻号頁・発行日

vol.38, no.4, pp.757-797, 1998-04-30

著者

杉江 修治 Shuji Sugie

出版者

中京大学教養部

雑誌

中京大学教養論叢 (ISSN:02867982)

巻号頁・発行日

vol.37, no.1, pp.147-190, 1996-06

著者

杉江 修治 Shuji Sugie

出版者

東京理科大学

雑誌

理学専攻科雑誌 (ISSN:02864487)

巻号頁・発行日

vol.43, no.1, pp.83-90, 2001-04-22

著者

杉江 修治 伊藤 篤

出版者

日本福祉大学

雑誌

日本福祉大学研究紀要 (ISSN:03882829)

巻号頁・発行日

vol.85, no.2, pp.p214-199, 1991-07

著者

杉江 修治 梶田 正巳

出版者

日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.37, no.4, pp.381-385, 1989-12-30

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The quality of interactions among small group members constitutes a significant factor that brings about positive effects in school learning. And aspects affecting the quality of the interactions are still more numerous. In this study, we chose one of the important aspects, namely: "the effects of teaching activities", and examined the reasons why the activities would produce good results in small groups. Two types of instructions were given...A: "You must teach another person after learning yourself", B: "Your attainment will be evaluated after you have learned". Two types of activities were directed after a study lasting 25 minutes...a: To teach another person, b: To review the learning tasks. E_1 was the condition of A+a, and E_2: A+b, and C: B+b. Ss were 11-12 year-old children, and the tasks used were arithmetic. Results were as follows. (1) The learning set to teach another person "after one has learned" had positive effects on academic achievement. (2) The activities to teach another person seemed to have a possibility to raise some positive effects.