The possibility and the practical subject of building 'Alternative Room 'inside school in Japan

针对美国通过替代性教育项目取得成效的学校，笔者对其制度和项目进行了考察，并对其效果进行了分类。具体地说，我是在硬件方面，作为学校的一个共同特点，正在取得效果，(1)实际使用少年学生的“个体支持图”，用于存在另一个房间的指导，和(2)另一个房间的指导，和(3)--根据个人学科创造教学程序的三点、，和软的一面--不是(4)教师的主动而是实践“我使一个少年学生自己考虑的”的实践，和(5)--虽然我是个人让所有的机会放过，实践、在一个群体的积极因素被提及。此外，我接受教育指导的地方在日本的另一间教室里进行了实验。接受个别支持的学生的学校生活结果((1)“学校愉快”、(2)“学习熟悉”、(3)“我在独立处理学习”)的结果显示，肯定的回答(平均值)递增。这对未来的另一个房间教学的状况有很大的启示。

About the school in USA, which is achieving effect by alternative educational program, I conducted investigation about the system and program, and have classified the effect side. Specifically, I am at a hardware side as a common feature of the school which is achieving effect,(1) practical use of the "individual support chart" of the juvenile student for existence of the manual in another room instruction, and (2) another room instruction, and (3)-- three points of creation 、 of the teaching program according to an individual subject, and a soft side -- not (4) teacher initiative but the practice "which I make a juvenile student consider by oneself", and (5) -- although I am individual let all opportunities pass and practice、which takes in a group active element is mentioned. Moreover, the place to which I had educational guidance experimentally performed in another room instruction in Japan. The affirmative reply (average value) was seen increasing by the questionnaire ((1) "school is pleasant", (2) "study is known well", (3) "I am tackling study independently") result of the school life of the after that of the student who received individual support. This gives a big suggestion to the state of future another room instruction.