Evaluation of learning activities in open education

小学的开放教育把传统的蛋盒学校挤到了一边。比以往任何时候都更多的学校提供了多功能的开放空间。然而，只有少数几所学校有足够的开放教育学习计划。千叶县的HoJo小学为开放教育开发了许多独特的学习计划。我们用几台录像机录下了老师和孩子们在一些节目中的活动。我们还录下了一些老师和孩子们的个别发言。我们采用“行为设置调查法”对录制的节目进行调查。该方法描述了程序的基本特征：时空边界、人与非人因素、人与物之间的同构关系、个体外活动模式。片段图被构建为活动模式的序列。此外，还提取了空间结构作为教师和儿童的运动模式。开放程序中的空间利用显示出清晰可识别的模式。这些模式将儿童活动的传播控制在适当的范围内。大多数课程都是根据教师设计的计划开发的。教师不能监控这类项目的每一个方面，因为他们最终只成为了孩子们的成员。我们的记录呈现了教师和孩子们参与的整个项目的多个方面。在这种项目设置中，老师和孩子们只关心自己和周围的事情。我们已经获得了一个工具来扩展他们的经验。我们应该考察构成非个体活动模式的儿童个体行为的品质和动机。

Open education in elementary schools pushed aside traditional egg-carton schools. More schools have provided multi-purpose open spaces than ever. However, just a few schools have adequate learning programs for open education. Hojo elementary school in Chiba Prefecture has developed many unique learning programs for open education. We videotaped activities of teachers and children during some of their programs, using several VTRs. We also tape-recorded some individual teachers' and children's utterances. We applied "the behavior setting survey method" to the recorded programs. The method describes programs' essential features : time-space boundaries, human and non-human elements, synomorphic relations between people and objects, and extraindividual activity patterns. Segment maps were constructed as sequences of activity patterns. In addition, spatial structures were extracted as moving patterns of teachers and children. Space utilization in open programs showed clearly recognizable patterns. These patterns controlled the spread of children's activities in proper ranges. Most of the programs developed according to plans that teachers designed. Teachers could not monitor every aspect of these kinds of programs, because they eventually became just only members as children do. Our records present teachers and children multiple aspects of the whole programs in which they participated. In these kinds of program settings, teachers and children just attend to themselves and things around them. We have obtained a tool to expand their experiences. We should examine qualities and motivations of individual children's behaviors that construct extra-individual activity patterns.