Study on a concrete program of nature observation for elementaly school children

本研究的目的是为在校儿童在学校场地、公园、河边和次生林等地制定一个切实可行的自然观察方案，在什么季节、什么地点进行，以及如何指导。从特殊领域工作者的角度来看。1991年，我们收集了许多关于实地考察指导的报告，并在三地进行了调研，为实地考察提供了实际数据。本研究的结果让我们得出以下结论，即在小学开展的实地教育很少，而且实地教育的教材很少。我们认为有必要开发有效的实地考察指南和教材。1992年，我们研究了指导方法，编写了教材。在教材的开发中，既要考虑教材的户外使用，也要考虑教材的个人学习。通过调研，我们制作了许多材料，如学习笔记、自然评论插图、枯叶题纸、枯叶游戏卡、自然观察报纸、如何制作旋转飞行种子模型纸、如何用草药和种子制作玩具纸、制作自然地图、自然观察定向等。1993年，我们利用新制作的材料进行了面向学校儿童的自然观察练习。并检查了教材。从这些实践的结果来看，我们清楚地认识到，教材必须考虑到当地的物候和适合每个地区的材料，对于学龄儿童，课程必须随着学龄而改变。

The objective of this study is to make a practical programs of nature observation, what season, what places will it be done, and how to guide them, for school children in the school grounds, parks, river sides and secondary forest ect. from the standpoints of special field workers.In 1991 we collected many reports of the guidance of fields study, and we made reserches in the three places to get practical data for fields study. The result of this reserch let us following conclusion, that is, little field education carried out in the elementary school, furthermore there were few teaching materials of them. We felt that it is nessary to develop both effective guidans and teaching materials of field study.In 1992 we examined the method of guidance and developed teaching materials. In the development of teaching material it will be considered that the materials will be used in out-door and those could be used for individual study too. As a result of investigation we made many materials, as follows,study note, picture-illustration sheets for comment on nature, question sheets start from dried leaf, game cards made from dried leaf, newspaper for nature observation, sheets for how to make rotary-flying seed models, sheets for how to make plaything with herb and seed, making a nature map, orienteering for nature observation etc.In 1993 we practiced nature observation intended to school children by the newly made materials, and examined the teaching materials. From result of these practice, it was cleary recognized that the teaching materials must be made considering local phenology and suitable materials in each region, and in the case of school children, programs must be changed following school age.