The practical research on present state and the fiture development of the adaptation guidance classroom which offers the minds' address to the schoolphobia child.

1)对适应辅导班级人员的调查，对班主任的课堂活动方针和目标、教育辅导意识、与学校恐惧症儿童的关系变化等问题进行了调查。并考察了它们与教师历史、教师历史的关系。本次调查共对186名班主任进行了调查。结果，心的地址被支持得比学校回报更具抵抗力，成为课堂的目标。有许多指导员亲身经历了孩子观点的变化。然而，许多指导员把头脑用在孩子身上，并为与他们的通信而烦恼。认为教室是心灵的讲演的教师回答说，对孩子的看法发生了变化。认为课堂目标是回归学校的辅导员对辅导至关重要，认为教师担任辅导员难的辅导员对辅导员持否定态度。2)实践报告。学徒被派往适应指导课堂。考察了儿童的变化和学徒与教师之间的合作。从而明确了学校恐惧症儿童与教师之间的互动关系。在实践报告中，考察了适应指导课堂的意义和可能性。

1) The investigation for the stuff of the adaptation guidance classroom.For the classroom instructors, the activity policy of the classroom and the goal, the consciousness for the educational counseling, and the change by relating to the child of the schoolphobia were asked. And, the relation between them and teacher history, instructor history were examined. The investigation was carried out to 186 classroom instructors. As the result, the address of the heart was supported more resistant than the school return, as a goal of the classroom. There were many instructors who experienced the change of the viewpoint of the child. However, many instructors used the mind to the child and troubled with the correspondence with them. The instructors who consider that the classroom was an addressof mind, replied that the viewpoint to the child changed. The instructors who consider that the classroom' goal was the return to the school, were critical to the counseling, The instructors who thought that it was difficult that the teacher serves as counselor, were negative for the counseling. The instructor who the teacher history was long regarded the goal of the classroom as the return to the school.2) The practice report.The apprentice was dispatched to the adaptation guidance classroom. The change of children and cooperation between apprentice and instructor were examined.. As the result, the interaction between children of the schoolphobia and instructirs was clarified. Frim the practice reports, the following were examined the significance and possibility which the adaptation guidance classroom.