Study on the nurture/evaluation of science ability

本研究提供了基于咨询技术的沟通指导。在这项研究中，我们分析了一种用于咨询技术的记录形式的描述，并对一个学期的8毫米视频记录进行了定性分析。结果表明，通过这种基于辅导技术的沟通指导，学生认识到了沟通活动的价值。还澄清说，学生之间顺利的交流活动是在学生接受交流指导时进行的，以便在课堂开始时建立有利于这种活动的环境。问题/答案对的增加和对话成员数量的增加就是例证。我们也清楚地意识到，在这样的交流活动中，认知能力和社交能力都有所增加。此外，还进行了自主的当地研究。持续观察一位小学教师的科学课。观察期为三个月。这个班是四年级。这个班组建班级是一年前的事了，老师在四月开始负责这个班。通过观察，以下内容变得显而易见。6月份，一个研究小组迅速成立。学习小组与游戏小组是不同的。座位离得近不是形成研究小组的原因。教师的指导意图并不是学习小组形成的原因。老师最多只能接受一个孩子的遗嘱决定。教师的管理是学习小组形成的原因。

The present study offered communication guidance based on counseling techniques. In this study, we analyzed the description of a recording form used for counseling techniques and provided qualitative analyses of an 8-mm video recording throughout one school term. As a result, it was clarified that students recognize the value of communication activities through this kind of communication guidance based on counseling techniques. It was also clarified that smooth communication activities between students take place when students receive communication guidance in order to set up an environment conducive to such activities at the beginning of the class. This was exemplified by the increase in pairs of question/answer and in the number of dialogue members. It also became clear to us that the sense of both cognitive and social competence increased in such communication activities. In addition, autonomic local studies were performed.A science lesson of an elementary school teacher was observed continually. An observation period is three months. The class is forth grade. class formation of the class was one year ago.The teacher took charge of the class in April. The following became obvious as a result of observation. A study group was formed sharply in June. Study groups were different from play groups. The nearness of a seat was not the cause of the formation of the study groups. Guidance intentions of the teacher were not the cause of the formation of the study groups. The teacher was admitting a will decision of a child each maximally. The teacher's administration was the cause of the formation of the study groups.