A Research on Construction of Circumstances for Adequate Multimedia-Assisted Education for Developing Students' Self-Expression and Mutual Communication - Along with Finding Undesirable Factors to Prevent its Construction -

智慧的创造可以被定义为“独创性”，而生存能量的创造可以被定义为“创造性”。我们的目标是在主动学习理论的基础上，通过在课堂上有效地使用多媒体来发展学生的创造力。本研究的主旨是：1.基于主动学习理论的课堂类型的理论重构和多媒体在其中的作用；2.规划有效利用多媒体的方法；3.多媒体系统的工作现状及其定性评价；4.识别和应对多媒体的“阴暗面”；5.考虑将主动学习的课堂系统扩展到普通课堂和远程课堂。首先，我们在岛田博士倡导的学习理论和乔纳森倡导的建构主义教学理论的基础上，重构了主动学习。我们能够把它定位为学术上的理论化。然后设计了应用型…更多地利用多媒体，仅限于以下几个目的：(1)支持因缺乏经验而不习惯于演讲的学生(2)鼓励学生积极讨论(3)在演讲后培养学生的成就感。我们在1999年对这种主动学习活动是否合适进行了量化评估。事实证明，这是一种有意义的课堂类型，学生们意识到了它的目的，他们花了两到三倍于其他普通课程的时间--在准备课程上，而不是参加考试。匿名提问系统的功能显示，提问数量从1到2个增加到25个左右。将其他学生的反馈反馈给演讲者的系统立即增加了他/她的成就感。如此一来，在课堂上利用其他学生的反馈进行主动学习，是一种利用多媒体发展学生创造力的合适方法。与此同时，我们也不得不承认，多媒体既有“光明面”，也有“阴暗面”，例如过度依赖表达工具或匿名提问系统。我们已经考虑了如何应对多媒体使用的这种“黑暗面”。此外，我们亦研究了一些基本方法，将这些主动学习活动扩展至普通课室或远距离课室。较少

Creation of Wisdom can be defined as 'Originality', while Creation of Energy for survival can be defined as 'Creativity'. We aim at developing students' creativity through the effective use of multimedia in the classes based upon the Active Learning Theory. The gist of the research is as follows :1.Theoretical reconstruction of the class-type based on Active Learning Theory and the function of multimedia in it.2.The way of planning an effective use of multimedia.3.The present situation of working on a multimedia system and its qualitative evaluation.4.Identifying the 'shadow or dark side' of multimedia and coping with it.5.Consideration of expanding the active-learning class system to general classrooms and distant classrooms.First we reconstructed the active learning, with the bases of the Learning Theory (advocated by Dr.Shimada) and the Constructivism Teaching Learning Theory (advocated by Jonassen), and we were able to place it as academically-theorized. Then we designed the applic … More ation of multimedia, limiting to the following purposes :(1) Supporting students who are not accustomed to giving presentations, for lack of experiences(2) Urging students to have active discussions(3) Bringing on students' sense of achievement after giving presentations.We made quantative evaluations on whether this kind of active learning activities was appropriate in 1999. It proved to be a meaningful class-type with students' realization of its purpose, who spent two or three times as much time as other ordinary classes- on its preparation rather than sitting for exams. The function of the anonymous questioning system showed that the number of questions increased from 1 or 2 to around 25. The system of giving the feedback from other students to the speaker immediately increased his/her sense of achievement. In this way, this kind of active learning activities in class with other students' feedback has proved to be an appropriate method with the use of multimedia for developing students' creativity. At the same time, we cannot help admitting that multimedia has not only the 'bright side' but the 'dark side', such as depending too much on expression tools or anonymous questioning systems. We have considered the way to cope with such a 'dark side' of the use of multimedia. Also, we have considered some basic methods for expanding these active learning activities to general classrooms or inter-distant classrooms. Less