Development of a New Teaching Material for Machinery Learning in Industrial Arts Education

我们开发了一种新的教材，使学生能够独立地进行实验性的手工制作机构，并进行了实验教学，以观察它对学生形成创造性思维习惯和获得基本的、系统的机构知识的影响，我们将其命名为“四光学班”（试作板）。在连杆机构模型制作的试作阶段给学生的另一种教材，是对连杆机构的基本理解有效的教材，我们将其命名为“shiko-print”我们认为，“志印学”成为“志印学”的基础通过对机械教学的研究，总结了机械教学的主要成果：学生在机械教学中所制作的机构种类繁多，具有一定的独创性，并能对机构进行分类，使学生在机械教学中掌握了机械的基本知识，掌握了机械的基本原理，掌握学生们根据它是如何组成的分为6种类型。从这个分类。为了获得支持使用这些方法在实现我们的目的的有效性的数据，我们调查了“四字印刷学习”对“四字制作班学习”的影响。如果我们将没有实施“Shiko-print学习”的小组与提前实施的小组进行比较，则在实施这两种教学方法的小组中获得了更好的结果，因此可以证明其效果。

We have developed a new teaching material which enables students to do the manual work of making mechanisms experimentally and independently and have also carried out experimental teaching to see its effect on students in forming the habit of creative thinking and in acquiring a fundamental and systematic knowledge of the mechanism and we have named it "shiko-sagyo-ban" (trial working board).Another teaching material which was given the students in the trial stage of the learning of Link mechanism Model Making was an effective teaching material for the fundamental under-standing of the link mechanism and we have named it "shiko-print" (thinking print).We thought that "Shiko-print learning" becomes a foundation of "Shiko-sagyo-ban learning" and we can obtain an effective teaching method by integrating these two teaching methods.The main result of our new machinery learning are summarized as follows.Mechanisms that were made by students in this learning had a wealth of variety and originality.We were able to classify the mechanisms the students have made into 6 types according to how it was composed.From this classification. aspects concerning to instruction points became clear.In order to obtain the data that supports the effectuality of using these method in actualizing our purpose, we investigated an effect of "Shiko-print learning" on "Shiko-sagyo-ban learning."If we compare the group that did not to execute "Shiko-print learning", with the group that execute it in advance, better results were obtained in the group that executed these two teaching methods, therefore, its effects could be proved.