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 -

创造智慧可以定义为“独创性”，而创造生存能量可以定义为“创造力”。我们的目标是根据主动学习理论，通过在课堂上有效利用多媒体来培养学生的创造力。本研究的主要内容如下：1.以主动学习理论为基础的课堂类型的理论重构及多媒体在课堂中的作用2.有效利用多媒体的规划方法3.多媒体系统的开发现状及其定性评价4.识别多媒体的“阴影”及其应对措施5.将主动学习课堂系统扩展到普通课堂和远程课堂的思考首先，我们以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为基础，对主动学习进行了重构，使之成为一种学术理论。然后我们设计了应用程序， 关于我们 （1）支持因缺乏经验而不习惯演讲的学生;（2）鼓励学生进行积极的讨论;（3）激发学生演讲后的成就感。我们在1999年对这种主动学习活动是否合适进行了定量评价。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堂的时间-匿名提问系统的功能表明，提问的数量从1个或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。因此，这种在课堂上主动学习并有其他学生反馈的活动被证明是利用多媒体培养学生创造力的一种适当方法。同时，我们也不得不承认多媒体既有“光明的一面”，也有“黑暗的一面”，比如过于依赖表达工具或匿名提问系统。我们已考虑如何科普多媒体使用的“阴暗面”。此外，我们还考虑了将这些主动学习活动扩展到普通教室或远程教室的一些基本方法。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