出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
摘要：All three speakers of elementary and secondary schools held a common view that educational psychology had made little contribution to school education. They also cornplainted that school counseling was not authorized to occupy a legitimate place in a school system and educational curriculum. Most of the teachers have been charged with one or more roles or duties in pupils' guidance and teaching. Three teachers emphasized that there were no clear differences between the various charges home-room teachers, vocational guidance teachers, school counselors, or pupil guidance teachers should take in guidance or counseling. Actually class-room teachers take almost all charges of pupil guidance in secondary schools. So counselors sometimes have little chance, if any, to apply there skill in guiding or counseling students. Speakers on the proposal side hoped for a training course for teachers in universities or teacher's college where counseling psychology or guidance' in general shouls be taught as a compulsory subject, and have students do field work and practical exercises in guidance and counseling. Speakers on the replying side a greed to teacher's proposals that educational psychology had not played an important role in school education. One of the reasons was that most of the educational psychologists were apt to do researches only, and set much value upon impractical work in scholar settings. Scholar speakers stressed a deep connection between pure and practical researches. They also spoke of a school counselor system that should be legal ; full-time school counselors should take care of pupils guidance or counseling of which at present class-room teachers take charge for the most part. Guidance teachers (usually an additional post) or educational counseling teachers (usually an additional post) were said to be partially responsible for pupil guidance and counseling. Scholar speakers said that school counselors had too much used therapeutic techniques in school counseling. Speakers on the replying side advised that school counseling should be more preventive and developmental than counseling for adults. They also agreed with teacher's proposals that the training course for teacher must provide students with counseling or pupil guidance as a compulsory subject, together with practical exercises and supervised training for guidance and counseling
其他摘要：All three speakers of elementary and secondary schools held a common view that educational psychology had made little contribution to school education. They also cornplainted that school counseling was not authorized to occupy a legitimate place in a school system and educational curriculum. Most of the teachers have been charged with one or more roles or duties in pupils' guidance and teaching. Three teachers emphasized that there were no clear differences between the various charges home-room teachers, vocational guidance teachers, school counselors, or pupil guidance teachers should take in guidance or counseling. Actually class-room teachers take almost all charges of pupil guidance in secondary schools. So counselors sometimes have little chance, if any, to apply there skill in guiding or counseling students. Speakers on the proposal side hoped for a training course for teachers in universities or teacher's college where counseling psychology or guidance' in general shouls be taught as a compulsory subject, and have students do field work and practical exercises in guidance and counseling. Speakers on the replying side a greed to teacher's proposals that educational psychology had not played an important role in school education. One of the reasons was that most of the educational psychologists were apt to do researches only, and set much value upon impractical work in scholar settings. Scholar speakers stressed a deep connection between pure and practical researches. They also spoke of a school counselor system that should be legal ; full-time school counselors should take care of pupils guidance or counseling of which at present class-room teachers take charge for the most part. Guidance teachers (usually an additional post) or educational counseling teachers (usually an additional post) were said to be partially responsible for pupil guidance and counseling. Scholar speakers said that school counselors had too much used therapeutic techniques in school counseling. Speakers on the replying side advised that school counseling should be more preventive and developmental than counseling for adults. They also agreed with teacher's proposals that the training course for teacher must provide students with counseling or pupil guidance as a compulsory subject, together with practical exercises and supervised training for guidance and counseling
