出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
摘要：The chairman first aroused the attention of the participants as to the importance of rec., gnizing the role of the computer in education, because of its faculty in the society overflowed with information. Four members were participating to report their opinions and suggested as follows. T. Horiuchi reported the recent situation of utilization of the computer in education and presented a few examples containing the experimental project schemed in their university. He emphasized the importance of programmed materials for learners in contrast to that of hardwares and suggested CAI would have only supplementary role in instruction. CMI will be introduced, according to his prediction, in education without any particular opposition to enable more facile the administration of education, managent of individualized instruction and information retrieval required for guidance. He added also the computer should be designed to be suitable to the needs of teachers and pupils to familialize them with the computer. S. Sato first of all clarified the meaning of modernization of instruction and pointed out the modernization, according to his definition, placed great importance on the fundamental concepts of science and technology, and on the subjects which ought to be taught to the young generation. He criticized the attitude of promoters of CAI who payed little attention to the movement of curriculum reformation and treated lightly the autonomous endeavor of teachers in curriculum development. He alarmed the critical fact that the concept of system approach gave the Ministry of Education a chance to centralize the power and to control bureaucratically the national education. Y. Takakuwa brought forward problems as follows, (1) Difficulty of prediction concerning to the response of learners in learning situation. (2) Illusion or overestimation possessed by teachers that the computer could be almighty in education. (3) Fixation and stereotyped curriculum brought by the standardization of instruction-learning process. (4) Fact that the learning with computer is not necessarily saying the self-active learning. (5) Importance of profitable employment of computer in the field of educational administration and management. He did not forget to add the risk of cetralized control on the national education brought by the employment of computer. T. Sakamoto enumerated the merits and demerits on the occasion of the employment of computer in education.Merits; (1) Clarification of the instruction-learning process and necessity of the elaborate analysis of teachers' behaviors. (2) Necessity of the elaborate analysis of learners' behaviors. (3) Realization of the individualized instruction and the fine guidance in the situation of a crowded school. (4) Enlargement of the communication channel between teacher and learner. (5) Recognition of the importance of educational service. Demerits ; (1) Expensiveness. (2) Difficulty of the development of soft wares. (3) Illusion to the capability of computer. On the basis of these propositions, the following subjects were discussed. (1) Curriculum reformation and programmed materials. (2) Input and output facilities for CAI. (3) Financial problem and centralized control on education. (4) Problems of evaluation. (5) Strategies for introduction of computer in education.
其他摘要：The chairman first aroused the attention of the participants as to the importance of rec., gnizing the role of the computer in education, because of its faculty in the society overflowed with information. Four members were participating to report their opinions and suggested as follows. T. Horiuchi reported the recent situation of utilization of the computer in education and presented a few examples containing the experimental project schemed in their university. He emphasized the importance of programmed materials for learners in contrast to that of hardwares and suggested CAI would have only supplementary role in instruction. CMI will be introduced, according to his prediction, in education without any particular opposition to enable more facile the administration of education, managent of individualized instruction and information retrieval required for guidance. He added also the computer should be designed to be suitable to the needs of teachers and pupils to familialize them with the computer. S. Sato first of all clarified the meaning of modernization of instruction and pointed out the modernization, according to his definition, placed great importance on the fundamental concepts of science and technology, and on the subjects which ought to be taught to the young generation. He criticized the attitude of promoters of CAI who payed little attention to the movement of curriculum reformation and treated lightly the autonomous endeavor of teachers in curriculum development. He alarmed the critical fact that the concept of system approach gave the Ministry of Education a chance to centralize the power and to control bureaucratically the national education. Y. Takakuwa brought forward problems as follows, (1) Difficulty of prediction concerning to the response of learners in learning situation. (2) Illusion or overestimation possessed by teachers that the computer could be almighty in education. (3) Fixation and stereotyped curriculum brought by the standardization of instruction-learning process. (4) Fact that the learning with computer is not necessarily saying the self-active learning. (5) Importance of profitable employment of computer in the field of educational administration and management. He did not forget to add the risk of cetralized control on the national education brought by the employment of computer. T. Sakamoto enumerated the merits and demerits on the occasion of the employment of computer in education.Merits; (1) Clarification of the instruction-learning process and necessity of the elaborate analysis of teachers' behaviors. (2) Necessity of the elaborate analysis of learners' behaviors. (3) Realization of the individualized instruction and the fine guidance in the situation of a crowded school. (4) Enlargement of the communication channel between teacher and learner. (5) Recognition of the importance of educational service. Demerits ; (1) Expensiveness. (2) Difficulty of the development of soft wares. (3) Illusion to the capability of computer. On the basis of these propositions, the following subjects were discussed. (1) Curriculum reformation and programmed materials. (2) Input and output facilities for CAI. (3) Financial problem and centralized control on education. (4) Problems of evaluation. (5) Strategies for introduction of computer in education.
