Research of the thinking process and lesson improvement by the analysis of the learner's response

本研究的目的是通过分析学习者对以书面印象和绘制图像的形式收集的课程的反应来阐明改进课程的方法。改进课程是大学的一个重要问题。对于私立大学来说尤其如此，因为改进课程是大学管理的基础。这是因为教师必须找到激发学生兴趣和保持动力的方法，同时保证高标准的教育。此外，课程改进不仅涉及方法，还涉及课程建设和教师发展。在这项研究中，作者收集了学习者（来自一所女子大学的学生）对课程的印象，包括书面句子和绘制图像的形式。这些印象被视为学习者对课程的反应，并被分析为改进课程的一种方法。为此，作者开发了一个系统，可以通过手机邮件的方式收集学习者的反馈信息。然后将收集到的低年级学生和高年级学生的回答进行比较。结果显示，排名低的学生有较多的Knowledge，排名高的学生有较多的Consideration，差异有统计学意义。因此，作者能够证明，仅仅通过提供知识来改进课程是不够的。然后对学生的学习意识进行问卷调查，并对收集到的数据进行因子分析。研究结果表明，学习者意识中存在“兴趣还是关注”、“动机还是行动”、“知识还是理解”、“考虑还是洞察”等因素。在此分析的基础上，提炼出通过各种方式表现出来的四类，作为开课的基本四要素。然后，作者分析了学习者对这四个因素的反应，发现动机或考虑与结果之间存在很强的相关性。作者提出合作和相互评价是提高学习者动机和思考能力的一种方法，并在实践中加以应用。综上所述，作者能够证明协作和相互评价对课程改进有相当大的影响，并在基础层面进行了测试。最后，对印象句分析自动化进行了基础性的研究。在语素水平上，印象句没有被识别出任何差异，而高阶学生的句子呈现出重构的课程内容。少

The purpose of this research is to clarify the method to improve lessons by analyzing learners' responses to lessons gathered in the forms of written impressions and drawn images. Improving lessons is an important issue in universities.This is especially true for a private university as improving lessons is the very basis of university management. This is because teachers must find ways to trigger interest and sustain motivation in students as well as guarantee a high standard of education at the same time. Additionally, lesson improvement is not only concerned with methodologies but also curriculum construction as well as Faculty Development. In this study, the author gathered learners' impressions (from students of an all female university) of lessons in the forms of written sentences as well as drawn images. These impressions were regarded as learners' responses to lessons and were analyzed as a way to improve the lessons.For this purpose, the author developed a system that would en … More able the collection of learner's responses by Mobile Phone Mail. These collected responses of low students and high students were then compared each other. The findings showed that the low rankings had much Knowledge and the high rankings had much Consideration in a statistically meaningful difference. Therefore, the author was able to show that it was not enough to improve lessons by giving Knowledge. A questionnaire survey of learning awareness was then carried out and a factor analysis was conducted on the data collected. The findings showed that there was a factor of "Interest or Concern", "Motivation or Action", "Knowledge or Understanding", "Consideration or Insight" in the learner's consciousness. Based on this analysis, the four categories that were shown through various ways were extracted as the basic four factors to prescribe a lesson. The author then analyzed learners' responses with these four factors and showed that there was strong correlation between Motivation or Consideration and the results.The author suggested that collaboration and mutual evaluation as a way to improve learners' Motivation and Consideration and applied it in practice. In conclusion, the author was able to show that there was considerable effect of collaboration and mutual evaluation on lesson improvement and tested it at the elementally level too. Finally, the author performed the fundamental examination for automation of the impression sentence analysis. While there was no recognition of any differences in the impression sentences at the morpheme level, the sentences of the high-ranking students showed reconstructed lesson contents. Less