Study on the nurture/evaluation of science ability

本研究提供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录音形式的描述，并对一个学期的8毫米录像进行了定性分析。结果表明，通过这种基于咨询技巧的沟通指导，学生认识到沟通活动的价值。为了在课堂开始时建立一个有利于学生交流活动的环境，学生之间的交流活动在学生接受交流指导时才能顺利进行。问题/答案对和对话成员数量的增加就是例证。我们还清楚地认识到，在这种交流活动中，认知能力和社会能力都得到了提高。此外，还进行了自主局部研究。一位小学老师的科学课被不断地旁听。观察期为3个月。这个班是四年级。这个班是一年前成立的。这位老师在四月份负责这个班。通过观察，下面的事情变得很明显。6月，一个研究小组迅速成立。学习小组不同于游戏小组。座位的远近并不是组成学习小组的原因。教师的指导意向并不是学习小组形成的原因。老师最大限度地承认了一个孩子的意志决定。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.