The practical research on present state and the fiture development of the adaptation guidance classroom which offers the minds' address to the schoolphobia child.

(1)适应辅导课堂的材料调查。对课堂教师的课堂活动政策及目标、教育辅导意识、与恐校儿童相关的变化进行了调查。并考察了其与教师历史、辅导员历史的关系。调查对象为186名课堂教师。结果，地址的心得到了比学校支持更有抵抗力的回报，成为了教室的目标。有很多教师都经历过孩子们观点的转变。然而，许多教师对孩子使用心灵，并与他们的通信困扰。那些认为教室是心灵的地址的教师回答说，对孩子的看法改变了。认为课堂目标是回归学校的教师对辅导持批判态度，而认为教师难以担任辅导员的教师对辅导持否定态度。教师历史悠久的教师把课堂的目标视为回归学校。2)实践报告。学徒被派到适应指导教室。考察了孩子们的变化和师徒之间的配合。结果明确了学校恐惧症儿童与教师之间的互动关系。从实践报告中，考察了适应指导课堂的意义和可能性。

1) The investigation for the stuff of the adaptation guidance classroom.For the classroom instructors, the activity policy of the classroom and the goal, the consciousness for the educational counseling, and the change by relating to the child of the schoolphobia were asked. And, the relation between them and teacher history, instructor history were examined. The investigation was carried out to 186 classroom instructors. As the result, the address of the heart was supported more resistant than the school return, as a goal of the classroom. There were many instructors who experienced the change of the viewpoint of the child. However, many instructors used the mind to the child and troubled with the correspondence with them. The instructors who consider that the classroom was an addressof mind, replied that the viewpoint to the child changed. The instructors who consider that the classroom' goal was the return to the school, were critical to the counseling, The instructors who thought that it was difficult that the teacher serves as counselor, were negative for the counseling. The instructor who the teacher history was long regarded the goal of the classroom as the return to the school.2) The practice report.The apprentice was dispatched to the adaptation guidance classroom. The change of children and cooperation between apprentice and instructor were examined.. As the result, the interaction between children of the schoolphobia and instructirs was clarified. Frim the practice reports, the following were examined the significance and possibility which the adaptation guidance classroom.