The research on a remote class method with an observation and an experiment by the telecommunication network

我们用小灵通做了电信网。在大坂府教育中心和研究合作者的小学之间，进行了物理区域的远程课程，化学区域的远程课程和生物区域的远程课程。网络软件是微软公司的NetMeeting。通过数码摄像机将图像采集到个人计算机（PC）中，并通过麦克风将声音和语音采集到PC中。这些图片和声音提供给学校与PHS。因为电信的最大速度是64 kbs，所以图片的帧是一帧或两帧。即使电信条件再好，也不能表达快的现象.活动图像事先以文件形式发送。他们的照片和文件被投影仪放大，因为一个班的所有孩子都能看到。在物理区域中的课程内容是“电流的函数”。我们注意到了电流的热量。关于热和光的这种功能，我们做了一个电灯泡的实验。我们在液态氮中的碳丝上加了一个电压。通过这个实验，我们解释了电灯泡。在化学方面，我们学习了材料的溶解，特别是从溶液中生长大晶体。在生物方面，我们教孩子们蝴蝶从卵和昆虫的身体成长的过程。孩子们学会了食物，特别是吃饭的方式。用扫描电镜观察昆虫的口部。问卷调查效果良好。96.7%的儿童希望参加远程教育。幼儿对远程教育内容的理解率为81.5%。孩子们对科学感兴趣，这些远程课程，尽管这些课程的内容很难。

We made the telecommunication network with PHS. Between Osaka Prefectural Education Center and elementary schools of research cooperators, a remote lesson of physical region, three remote lessons of chemical regions and two remote lessons of biological regions were done. Network softwear is NetMeeting of Microsoft company. Pictures were taken by digital video camera into personal computer(PC) and sounds and voices were also taken by microphone into PC. These pictures and sounds were provided to schools with PHS. Because the maximum speed of telecommunication is 64 kbs, frames of pictures are one or two. Even if the condition of telecommunication is good, fast phenomena cannnot be expressed. Moving pictures are sent as files beforehand. Their pictures and files were magnified by projector, for all children of a class could see them. The content of lesson in a physical region is "function of electric current". We paid attention to heat of electric current. About heat and light of this function, we did an experiment of electric bulb. We applied an electric voltage to carbon filament in liquid nitrogen. With this experiment, we explained an electric bulb. In chemical region, we did lessons of solution of materials, paticularly, large crystal growth from solution. In biological region, we taught children the process of which butterfly grows up from an egg and bodies of insects. Children learned foods, the way of eating, paticularly. Mouths of insects were observed with scanning electron microscope. Investigation of questionnaire was very good. The percent of which children hope to take these remote lessons is 96.7%. The percent of which children understood these contents of remote lessons is 81.5%. Children were interested in science by these remote lessons, in spite of difficult contents of these lessons.