The Research Regarding the Influence which the Difference of School Size Causes to Learning Activities in Public Elementary School and Junior High School in Hokkaido Prefecture.

本研究的目的在于明确学校规模对北海道的小学生和初中生的学习活动的影响。以小学五、六年级和初中二年级的学生为被试，以1776名儿童和930名小学生为被试，分析了学习活动与学校规模、班级规模和城市化的关系，明确了以下4点。第一，学校规模对班级依恋和班级凝聚力有负向影响，但班级规模对班级依恋和班级凝聚力没有影响。第二，学校规模在国小阶段对生活习惯的建立有正向影响，在国中阶段对班级活动与学校生活的积极参与有正向影响。第三，在学习活动的五个组成成分中，小学和初中学生的快乐上学倾向都是由班级依恋和班级凝聚特性所决定的。第四，城市化对班级活动和学校生活的积极参与产生了负面影响，在学习活动方面，存在两个系统，一个<system of classroom management>是由对班级的依恋和凝聚力以及对教师的肯定性评价构成的系统，另一个是由对班级的依恋和凝聚力以及对教师的肯定性评价构成的系统。二<system of academic achievement and life>是积极参与课堂活动和学校生活，养成良好的生活习惯。学校规模对学生的学习成绩有负向<system of classroom management>和正向的影响<system of academic achievement and life>。

Purpose of this research makes clear the influence which school size gives the learning activities of elementary school children and junior high school pupils in Hokkaido. The informants are 5 and 6th grade elementary children and 2nd grade junior high school pupils, and the reply persons are 1776 children, 930 pupils.The relationships between learning activities and school size, class size and urbanization are analyzed and the next 4 points become clear. 1st, school size has given the negative influences to the attachment to class and cohesion characteristic of class, but class size has not produced effects to the attachment to class and cohesion characteristic of class. 2nd, school size produces positive effects on establishment of life habit in elementary school level, and produces effects on positive participation to class activities and school lives in junior high school level. 3rd, among five components regarding learning activities, tendency toward going school rejoicing is stipulated by attachment to class and cohesion characteristic to class in both elementary school and junior high school. 4th, urbanization is giving negative influences to positive participation to class activities and school lives.As for learning activities, there are two systems, one is designated as <system of classroom management> which is consisted of the attachment to class and cohesion characteristic to class, and the affirmative appraisal to the teacher. The other is designated as <system of academic achievement and life> which is consisted of the positive participation to class activities and school lives and the establishment of life habit. School size operates negative to <system of classroom management> and operates positive to <system of academic achievement and life>.