Study of the teaching-learning process for science through the skin resistance response of children in class

本研究的主要目的是寻找问卷调查等传统研究无法发现的教与学过程的规律，并通过这些新思路，制定出一套切实可行的教学技能培训体系。我们发现，当儿童注意力集中，对刺激高度关注时，皮肤抵抗反应并不存在。然而，对于定向响应，该电阻响应的值增加。因此，例如，即使所有学生都没有反应，资深教师也不会采取行动或只是等待。但是，学生们在专心地思考。然而，在学生老师的情况下，一旦回答不继续，他们倾向于给学生一个暗示，他们正在转移焦点从第一个问题。这导致了学生注意力被打断、思路被打断等现象的发生。从另一个角度来看，我们通过对皮肤阻力反应数据的多维分析，发现了影响教师行动类型的六个因素。我们认为这些因素等同于教学策略。因此，我们认为我们可以利用这些知识制作用于教师前培训的CAI材料。此外，我们制作了一个元讲座系统，使用计算机进行教师前培训，能够通过皮肤抵抗反应来评估教学方法。现在，我们正在检查这个系统的能力

The main purpose of this research is to find the law of the teaching-learning process that is not able to be discovered through traditional research like the questionnaire technique, and in addition to that, we will make a practical system for training about teaching skills through these new ideas. We found out that the skin resistance response is not present while children are concentrating and are strongly attentive to stimuli. However, for an orienting response, the value of this resistance response increases.So, for example, veteran teachers do not act or only wait, even if all pupils do not response. But, the pupils were thinking attentively. However, in the case of student teachers, as soon as responses do not continue, they tend to give the pupil the hint that they are moving the focus from the first question. As a result, it happened that the attention of the pupils was stopped and the train of thought was broken etc..By another view, we found six factors about teacher action types through using multi-dimensional analysis on skin resistance response data. We think that these factors equal strategies of teaching.So, we think that we are able to make CAI materials for pre-teacher training by using this knowledge. And, in addition, we made a meta-lecture system using computer for pre-teacher training that is able to evaluate teaching methods through skin resistance response. Now, we are checking the ability of this system