出版社：The Japanese Association of Educational Psychology
摘要：1. We have had many recording forms of personality evaluation in the development of Japanese elementary education. After the World War II, the new form was required and regulated for the aim to appreciate pupils more objectively as possible. Then as the recording technique, the Rating Scale method was adopted, and 22 appreciation items were selected. Japanese elementary school teachers have evaluated by this recording form since 1947. But, we have heard many critics at this form, that the form is too abstract, too arbitrary, is not able to be effective for pupil guidance, and so on. Now the more adequate form is needed. This is our problem and intention for this research.2. I adopted the procedures as following;a) At first I designed my tentative recording form of personality evalution on the basis of my educational psychology.b) Then, I delivered the papers of this form to the teachers at various schools in Japan, to make them appreciate their pupils really according to this form.c) The teachers are required to compare the present recording form and my tentative recording form on the important items by the multiple choice method.3. In my tentative form, there are 3 distinguished columns to be described in.a) To describe the concrete image of the pupil by the immediate impression of the teacher. The impression is apt to be subjective, but should not be excluded, because it is vivid and concrete, based on the physiognomical demand.b) To describe the behaviors or attitudes of the pupil by the teacher's immediate experience.c) To describe the behaviors or attitudes by observing intensively and comparing the pupils with each other.a) and b) are characteristic for my form, compared with the present recording form.4. I received the answers from 440 teachers (27 schools), in Aomori, lwate, Miyagi, Niigata, Toyama, Nara, Mie, Wakayama, Osaka, Kyoto, Hyogo, and Kumamoto prefectures.Remarkable results are following,a) In which form is it easier to record the evalution? Present form 173 39% Tentative form 102 23% Same or others 165 37%b) By which form is the pupil's personality expressed better? Present form 46 10% Tentative form 306 69% Same or others 88 20%c) By which form is it more effective for future pupil-guidance? Present form 46 10% Tentative form 302 68% Same or others 73 21%d) At which form is the pupil appreciated more adequately? Present form 52 11% Tentative form 331 75% Same or others 57 12%These results show that my tentative form is difficult for recording, but more effective for appreciation, guidance and understanding the child personality as a whole.
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