Development of Self-image Formation Support System to Raise Learners

本研究涉及到学习者自我形象形成的支持系统和方法的开发。本研究的结果如下：一、学习模式与支持系统(HTFGS)的建议：这种方式主要是在第一年完成的。在自然-软教学模式的基础上，对学习模式进行了探讨。支持系统HTFGS(超文本文件生成系统)是为了分析课堂上的教与学过程而开发的。二分响应逼近法(BRAM)的发展：该方法最初是从二维映射法发展而来的，目的是在第二年提高学习者的自我教育能力。这种方法(BRAM)可以支持思维活动，通过给学习者一个特定的刺激词来分析它们，目标是关联的词。在第三年，发展了四种分析方法(项目分析、关系分析、反应模式分析和原因分析)。特殊条件下的问题和提高学习者自我教育能力的答案：这是在第三年完成的。第一步列出了100个问题，最后在第六步(最后一步)选出了六个标准问题。为了回答这些问题，需要仔细和有教育意义的思考的力量。这是一个以信息和通信为导向的重要社会。

This research is related to the development of the support system and methods to form the learners' self-image. The results of this research are as follows.A proposal of the learning model and support system (HTFGS) :This way mainly done in the first year. The learning model was discussed based on the natural and soft teaching-learning model. The Support system HTFGS (Hyper-Text File Generating System) was Developed for analysis of teaching-learning processes in the class.Development of the Binary-Response Approaching Method (BRAM) :This was originally developed from Two-Dimensional Mapping Method to raise the Learners' self-education power in the second year. This method (BRAM) can support the thinking activities to analyze them targeting the words associated by giving a learner a certain stimulus word. And in the third year, four kinds of analysis methods (item analysis, relation analysis, response pattern analysis and reason analysis) were developed.Questions under the special conditions and the answers to raise the learners'self-education power :This was done in the third year. One hundred questions are listed in the first step and at last six standard questions selected in the sixth step (final step). the power of careful and educational consideration is needed in order to answer these questions. This is important information and communication oriented society.