ඒߛઔߒႃע
รԼᙀรཚʳ 2003 ڣ 12 ִʳ 219-249
ωఀৱऋఀᏰ߬܈Ϟ፡ࢥंـ
оछ഼ऋఀৱ࣏ٽʳ
ၷ ጎ ᛌ*! ֺ γ ዚ* * ဢ ! ࡌ
ءઔߒڱڇ൶ಘഏ՛ඒஃऱᢌ౨ઝඒᖂॾ࢚उΔ։࣫ભ໎ઝඒᖂॾ࢚ڶᣂ հඒஃહནፖඒᖂኔ೭ڂైΔא܂࠰ܗഏ՛ඒஃޏၞᢌ౨ઝඒᖂऱഗ៕Ζઔߒ
ृᖕᓫ 11 ۯഏ՛ભ໎ઝඒஃ࣠Δ۞ᒳψഏ՛ඒஃભ໎ઝඒᖂॾ࢚ം࠴ωΔ
ಾኙႆࣥΕቯᆠԿᗼؑ 90 ᖂڣ৫ᖜٚભ໎ઝඒᖂհഏ՛ඒஃΔא։ᐋᙟᖲ࠷ᑌࢼ
࠷ 400 ԳᑌءΔၞ۩ᓳΖᓳ࣠ᆖאڂై։࣫Ε᧢ฆᑇ։࣫Δא֗ࠢীઌ ᣂอૠֱऄΔ࣠࿇Κᅝছഏ՛ඒஃհᢌ౨ઝඒᖂॾ࢚ለႜٻႚਐᖄ ऱඒᖂᨠΔለઌॾભ໎ઝᖂႊࠠໂ౨ԺΔඒᖂՂൎᓳႚਐᖄΕፂൄ
א֗܂।ေၦΙඒஃऱඒᖂॾ࢚ᄎڂլٵऱહནۖڶฆΔڼጟฆለڍፖ ඒஃፖઔऱᆖ᧭ፖٚඒ೭ڶᣂΙഏ՛ඒஃհᢌ౨ઝඒᖂॾ࢚ڂై౨ڶயቃ
ྒྷᙇᖗඒᖂฃऱೣٻΔ൷२৬ዌ࠷ٻඒᖂॾ࢚ृೣٻආش։ࠆյ೯հඒᖂ
ฃΔۖ൷२ႚਐᖄृঞೣٻආشݙګٚ೭հඒᖂฃΖ
ᜢᗖӷǺ᛬ૈࣽ௲Ꮲǵ௲Ꮲߞۺǵࡌᄬፕ
*୯ҥᆵৣጄεᏢ௲ػسୋ௲ʳ
**୯ҥကεᏢ௲ػس௲ʳ
ႝηແҹࣁǺsharon@cc.ntnu.edu.tw; chouli@mail.ncyu.edu.tw
ዺВයǺ2003 ԃ 7 Д 30 Вǹ௦ҔВයǺ2003 ԃ 11 Д 14 В
*Associate Professor, Department of Education, National Taiwan Normal University
**Professor, Department of Education, National Chiayi University E-mail: sharon@cc.ntnu.edu.tw; chouli@mail.ncyu.edu.tw Manuscript received: Jul. 30, 2003; Accepted: Nov. 14, 2003 Bulletin of Educational Research
December, 2003, Vol. 49 No. 4 pp. 219-249
A Survey Study of Elementary School Teachers’ Beliefs about Teaching Art
Hsiao-Lan Chen∗! Li-Hsiun Chou∗∗
A b s t r a c t
The purpose of this study was twofold: to examine elementary school teachers’ beliefs about teaching art, and to analyze relevant variables such as teachers’ backgrounds and their teaching practice. It is hoped that the results of this study may provide guidelines to help elementary school teachers improve their teaching of art. Drawn from the results of interviews with 11 elementary art teachers, the researchers developed a “Teachers’ Beliefs about Teaching Art” questionnaire to conduct this survey. Applying proportionate stratified random sampling techniques, the study investigated 400 elementary art teachers’ pedagogi- cal practice in the 2001 school year in the Chiayi-Yunlin area. Then factor analysis, canoni- cal correlation analysis, and ANOVA statistics methods were applied to the survey data.
The results showed that most elementary school teachers’ beliefs about teaching art tend to favor the “transmitting-guiding” teaching perspective. Most of them believe that “learning art” requires a specific talent, so in their teaching they emphasize knowledge transmission, guidance of skill development, assessment of art works, and maintaining order in the class- room. There are also differences between and among art teachers’ beliefs about teaching art due to their different backgrounds like the degree of workshop experience they have had and their teaching responsibilities. It is quite obvious that teachers’ beliefs about teaching art can effectively predict their preference with respect to teaching strategies: those who tend to favor the “constructivist” approach prefer to apply interactive sharing strategies, but those who are used to the traditional “transmitting-guiding” approach usually focus their teaching on helping students complete their design task.
Keywords: teaching of art, teachers’ beliefs about teaching art, constructivism
ಥăჰ! ኢ
৬ዌᆠऱᘋದኙඒߛઔߒፖኔ೭ऱᐙΔբᓉྥݮګԫ᧩᎒ऱࠢᒤႨԺ ΰparadigmatic forceαΖ२ڣࠐΔഏփ؆ኙ৬ዌᆠڇඒߛՂᚨشऱઌᣂ൶ಘڍլ
ᑇΔࠡխլڶኙ৬ዌᆠᓵഗ៕ऱࣔΕ৬ዌᆠփො֗ࠡඒߛᚨشऱ᠖ 堚Δא֗৬ዌඒᖂ࢚࣍ٺઝඒᖂᚨشऱ൶ಘΰᇯݳછΔ2002ΙFosnot, 1996Ι
von Glasersfeld, 1995αΖഗءՂΔ৬ዌᆠڇඒߛՂऱᚨشΔඒᖂኔ೭ࠐԱᄅ
ऱৈᖲፖ୶ඨΔޏ᧢Աඒஃፖᖂسڇඒխऱඒᖂߡۥፖյ೯ֱڤΔլ܀ൎᓳඒ ᖂൣቼऱૠፖ܉ᆜΔՈᄕࠡቔᚐψאᖂسᖂխ֨ωऱಘᓵΕ࿇।೯Δຍ ᑌऱඒᖂޏ᧢Δኔ೭ՠ܂ृࠐԱᄕՕऱਗᖏΖۖڇං೯৬ዌඒᖂ࢚ऱመ࿓
խΔඒஃኙψඒωፖψᖂωॾ࢚ਢܡൕႚᎠᨠ᠏᧢৬ዌᨠΔঞګ౨ܡᆵኔ৬ ዌඒᖂ࢚ऱᣂᐙڂైΖ
৬ዌᆠڇඒᖂኔᔌՂऱᚨشፖᐙΔࠀլႛַ࣍ᑇᖂඒߛΕઝᖂඒߛΕፖ ඒᖂઝݾᏆۖբΔ֮ඒߛፖᢌඒߛٍྥΰFosnot, 1996αΖ༉ᢌඒߛۖߢΔ ڇഏ؆բڶڍᖂृٞቹᇭᤩ৬ዌᆠፖᢌඒߛऱᣂᜤΰࠏڕΚCunliffe, 1988;
Greene, 1996; Simpson, 1996αΔࠀቫᇢല৬ዌ࢚ᘜԵᢌඒߛऱᓰ࿓ቤፖʳ
ඒᖂኔᔌΰࠏڕΚArmistead, 1996; Prater, 2001; Simpson, 1996; Stout, 1999αΖ༉ʳ ʳ ഏփۖߢΔڶᣂ৬ዌᆠᚨش࣍ᢌඒߛխऱઔߒΔথઌᅝធߠΔڶᣂᢌඒߛ ऱᓵ૪ፖ൶ಘΔڍאᢌඒߛऱ࢚տฯࢨฃᖄΰࠏڕΚພጜ壁Δ1999aΔ
1999bΔ2001Ι႓֙ࠐΔ1999αΔለ֟ᤛ֗৬ዌඒᖂ࢚ڇᢌඒߛՂऱ൶ಘΔឈ
ڶᏥᬐΰ1998αࢬ࿇।ऱτൕ৬ዌᨠរᓫ۞ࢤᖄٻհભ໎ඒᖂυԫ֮Δ܀ਢ ᇠ֮ԯ᥆࢚࣍Ղऱ։࣫ᓵ૪Δࠀॺኔᐛࢤऱઔߒᓵ૪Ζ۟࣍ڶᣂඒஃኙᢌඒ ߛࢬऱऄΕኪ৫Δࢨኙᢌ౨ઝඒᖂࢬऱॾ࢚ઌᣂኔᐛઔߒΔঞޓਢב հᠥڕΖ
Ա൶ಘ৬ዌඒᖂ࢚ᚨش࣍ᢌඒߛऱრᆠፖױ౨ࢤΔႨڶؘൕኔᐛऱ ߡ৫Δࠐᛵᇞഏ՛ᢌ౨ઝඒᖂऱण֗ഏ՛ඒஃऱᢌ౨ઝඒᖂॾ࢚Δࠀ᠖堚ഏ
՛ඒஃڇၞ۩ᢌ౨ઝழΔࠡඒᖂॾ࢚ፖඒᖂኔᔌऱᣂএΖڂڼΔءઔߒԫֱ૿ຘ
መ֮൶ಘΔࠐ᠖堚ᢌඒߛऱփොፖૹࢤΕ৬ዌᆠڇᢌඒߛՂऱᚨشΕ א֗ඒஃᢌඒᖂॾ࢚ႜٻፖඒᖂኔᔌऱᣂএΔԫֱ૿ঞᥛઔߒृመװ൶ಘ ഏ՛ඒஃᑇᖂΕ۞ྥΕഏΕषᄎඒᖂॾ࢚հᓳઔߒΰጉᖠᥞΕࡌمᕬΔ1998Δ 1999Δ2000Δ2001αΔ൶ߒഏ՛ᢌ౨ઝխભ໎ඒஃऱඒᖂॾ࢚Δ៶א։࣫ᅝছഏ՛
ભ໎ඒஃऱॾ࢚࠷ٻΔൕۖ༼נ৬ᤜΔᚥܗഏ՛ඒஃᔞ৫چޓᄅඒᖂ࢚Εᓳᖞ ඒᖂֱڤΔףൎඒஃऱᢌറᄐᤚवΔ౨ڶயچ࠰ܗᖂسഛ塄ᢌൣᖙΕ༼ࣙኙ سऱભტᆖ᧭Ζ
෮ă͛ᚥଣ
ʙăᗺՉڟ˱Ⴤࡧࡌؒ!
ᢌਢ٥ຏऱᄮຏृΔሀ။Ա֮֏ፖᖵΖྥۖΔࢬᘯऱψᢌωߒຶ
۶ࢬਐΛঞਢฒᎅΔ๕ԫਢΔࢨਐ໌܂ऱګΔࢨਐጠऱݾ౨Δࢨ റਐܑऱᖂઝᏆΔڕီᤚᢌΕଃᑗΕፘᝢΕᚭᏣΕሽᐙΕሽီΰDarby &
Catterall, 1994αΔࢨലհီԫጟᎁवऱݮڤΰDiBlasio, 1997; Efland, 1992; Reimer
& Smith, 1992αΔࢨᇞᤩຘመ۩೯Εሎشݾ౨ࠐ࿇ቃუؾऱΰpreconceived endsα ऱመ࿓ΰEisner, 1994αΖڂڼΔࢬᘯψᢌඒߛωऱփොΔՈ༉ઌᅝڍցΔլ
࣐᠖堚Ζ
ᖕ Deweyΰ1934αൕ֨ᖂΕᢌΕભᖂߡ৫Δ൶ߒᢌءᔆࢬขسऱ ᄗ࢚Δᎁᢌᚨᆜ࣍ᆖ᧭ࠐղאࡳΔۖլਢࢬᘯऱψګωΰproductα
ۖբΖ༉ Dewey ऱᨠរΔֲൄسխᙟױ࿇ᢌᆖ᧭ऱࠐᄭΔۖᆖ᧭ऱભტ
ᔆঁਢᄕு֨ऱඒߛᏝଖΖངᇩᎅΔDewey ऱᨠរլ܀ࢷ୶Աᢌڇඒߛ ՂऱᏝଖΔՈᎅࣔԱᢌਢრᆠ໌ႿࡉᇞऱૹցైΖVygotskyΰ1971α ঞਐנᢌԯਢݺଚփڇऱषᄎΰthe social within usαΔਢ൶༈ፖᛩቼؓᘝᣂএլʳ ױ֟ऱ֨ᖲࠫΔᢌऱ᠏֏౨ၦլႛ౨፹ທᆖ᧭Ո౨ᨠኘᆖ᧭ΖᖕڼΔOreck ΰ2000αᎁՕຝ։ऱඒߛ೯Δຘመࠡભტᔆΰaesthetic qualitiesαࠐΔ ࢨڍࢨ֟ຟࠠڶԫࠄᢌऱᔆΔץਔΚᣂࣹݮڤፖᔆΙຑტ࠹Εಖᖋፖଡ
Գᆖ᧭Ιტवᆖ᧭ऱݙᖞࢤΙᚨشڍց।ሒݮڤऱ౨ԺΙא֗റࣹދԵՠ܂ٚ೭
Ζ
ԫۖߢΔᢌױאਢ।ሒΕᄮຏΕუቝΕᨠኘΕᤚवࡉ৸უऱݮڤΔ౨ജ ᖿ࿇ଥᒭ֨ݳΕ࡚壄壀ࡉ໌ທᑨ౨ΰGoldberg & Pillips, 1992αΖྤᓵਢ۶ጟݮڤ
᧯Δᢌਢषᄎࡉᎁवመ࿓ऱขढΔଡ᧯ຘመഗᑓࡉଥإΕቫᇢࡉඈೈᙑᎄΕ
፹܂ࡉٽΰmatchingαΕࡳΰformulaαࡉᆖ᧭Δᛧᢌ໌܂ऱขנ֗ڃ墅
ฃΰCunliffe, 1998αΖ༉षᄎመ࿓ᐋ૿ࠐΔᢌԯਢᐖՕسᓵऱԫຝ։Δ
ࠡၴΔီᤚឆΰvisual metaphorsαΕᏝଖΕፖ֮֏ขढΰcultural productsαڼ യ֊ઌຑΰCunliffe, 1998αΙૉ༉ᎁवመᐋ૿ࠐΔᢌঞ֘ਠנԫጟլٵऱᎁव ݮڤΔຘመ֨ཕऱฤᇆ৬ዌ౨ԺΔᤚवΕ໌܂ભᖂݮڤΔࠀ৬م۞ߪऱฤᇆߓ อࠐ।ሒΕݮႿრᆠΔኙԳᎁवݾ౨ऱ࿇୶ފዝઌᅝૹऱߡۥΰDarby & Catterall, 1994; DiBlasio, 1997; Goldberg & Pillips, 1992αΖڂڼΔڶլ֟ઔߒਐנᢌਢዌ ګඒߛᖞ᧯ऱؘໂైΔຘመᢌඒߛլ܀ڶܗ࣍ᖂسڍցऱᎁव࿇୶ፖრᆠऱ ᇭᤩΔٍڶܗ࣍༼ࠎటኔऱڍցᜢଃΕ৬مᖂس֮֏ᇷขऱயԺΔࠀףൎኙ
ऱᎁᢝࡉሀ֮֏ऱᇞΰࠏڕΚDarby & Catterall, 1994; DiBlasio, 1997; Eisner, 1998; Goldberg & Pillips, 1992; Wilson, 1994αΖ
Ա᠖堚ᢌඒߛऱփොፖפ౨ΔEisnerΰ1998αམലᢌඒߛױขسऱಥ
։Կଡᐋ૿ࠐ։࣫Κรԫଡᐋ૿ᢌءۯऱᢌඒߛګயΰarts-based outcomes
of art educationαΔࠡၴᢌඒߛृࢬຂऱګயΔऴ൷ፖᢌඒߛᓰ࿓ऱࢬრቹ
ඒऱઝؾփ୲ڶᣂΰ壆ڕᓾ࣫ࡳऱଃᑗΕ৬ᗰΕᢄΕࢨᚭᏣ܂αΔ៶طኙ ᇠᢌ܂ऱᗑᄗ࢚ࡉᓵ૪ࠐנࠡګயΔۖຍᣊऱګயΔץਔ᥆࣍ᢌݮڤ փڇࢤ౨ऱګயΔ Eisner ጠᢌءۯऱګயΖรԲଡᐋ૿ਢᢌઌᣂऱᢌ
ඒߛګயΰarts-related outcomes of art educationαΔຍᣊګய௫֗ᢌءۯګயહ
৵ΔڇԫᛩቼխኙભტᔆऱवᤚፖᇞΔړֺຘመᢌᓰ࿓ᨃᖂس౨ࣹრࠀ ڃᚨွխऱભტݮွΰࠏڕΚႆऱ᧢֏Εؑဩऱ೯ᒵΕᦙழၴৄؑऱ໕᥄
αΔངᇩᎅΔᢌઌᣂऱګயਢፖᛩቼխऱભტᔆയ֊ઌᣂΔۖᢌءۯऱ ګயঞፖᢌ܂Εࠡ໌܂ृ֗ࢬܶ௫ऱ֮֏փොയ֊ઌᣂΖรԿଡᐋ૿ঞਢॵ ᥆ऱᢌඒߛګயΰancillary outcomes of art educationαΔຍᣊګய௫֗ലᢌՂ
ࢬሎشऱᄗ࢚Ε໌რࡉᇞݾ؏᠏ང۟ॺᢌՠ܂ՂΔΰࠏڕΚ౨࿇ཀኔ೭ܒឰΔ ሂๅֆڤࡉঞΔڇᓤᠧݮڤխ༈ޣᣂএՂऱԫીא֗౧Ղऱᔞ֊αΔٍܛᢌ
ඒߛऱᐙ౨ឩ֗ࠩᖂسڇᔹᦰΕᑇᖂࢨࠡהᖂઝᏆऱ।Ζ
ྤױܡᎁچΔᢌඒߛኙᢌࡉسຟڶࠡᄕૹऱಥΔᖕ Esinerʳ ΰ1998αऱᨠរΔᖂீᢌඒߛኙᖂسऱᖂፖ֨ཕ࿇୶۟֟ױאڶאՀऱಥΚ
(ԫ)ᨃᖂس౨ജ᧯ᄎലዌუΕᄗ࢚ፖტ࠹᠏֏ګᢌݮڤऱრᆠΖ (Բ)༼ࣙᖂسኙسխᢌፖسભტᔆऱᤚवΖ
(Կ)আࠌᖂسᇞᢌࢬܧऱփ୲ࡉݮڤፖࠡ໌܂ऱ֮֏ࡉழז౧ڶയ
֊ᣂএΖ
()ᚥܗᖂس៶طፖᢌ໌ທመ࿓Δഛ塄ᢌൣᖙΰdispositionsαΔࠏڕᑗ
࣍၌။ڶΕၲ࿇ٺጟױ౨Ιྐඨ൶ߒᑓᒫΔᝩ܍መڰՀᓵΙ౨ജᎁवࠀ൷
࠹ᢌ໌܂ࢬᑑऱڍցᨠរፖᇞ࣫Ζ
ᅝྥΔຍࠄᢌव౨ፖై塄Δլႛਢᢌ໌܂ፖᓾ࣫ऱഗ៕Δޓ౨ᚨشࠩࠡ
הॺᢌᏆࡉֲൄسխΖڂڼΔࢬᘯړऱᢌඒߛΔؘྥ౨ജ൶ಘᢌ܂
ΰࢨԳΕࠃढΕ֮ءαऱ໌ທፖᇭᤩΔࠀ៶հᚥܗᖂسขسψٞޣլٵωऱྐඨΔ
ၞۖᚥܗᖂسޏၞؾᑑΕޏسΰWilson, 1994αΖᇨڕພጜ壁ΰ1999aΔ1999bα ࢬਐנΔݙᖞऱᢌඒߛΔࠡඒᖂփ୲լૻ࣍ᢌ፹܂Δޓץਔኙᢌ܂ऱ ಘᓵፖઔߒΔൕᖵΕषᄎ֮֏હནࠐᢌࡳۯΙᚨሂๅႚอψޗЁݾऄω ፖ壄ᒯᢌऱඒᖂᑓڤΔ༼ࠎ٤૿ࢤऱඒߛֱऄΔ।נٽԺ໌܂ऱᢌᖞٽᑓ ڤΔᓳࡉߢΕ֮֏֗षᄎऱյ೯ΖຘመࠠኔᔆփොऱᢌඒߛΔࠐഛ塄ᖂسڇ
ኔسխΔ໌რ৸ەΕ։࣫ܒឰΕᇞެംᠲऱ౨ԺΔࠀࠠڶԳ֮ᣂᡖፖై塄Δ ౨ൕભᖂऱߡ৫ࠐᨠΔڶཕᐝΕຂٚچسࠃ೭Ζ
ʠăݚ်̺༎ϵᗺՉʰڟᐖ!
ᢌژڇ࣍سխΔਢسᢞऱԫຝ։Δຘመ֮֏।ᐛऱᔢฝΰtransfer of cultural representationαΔലسऱਝڶݮڤ֘୴נࠐΰCunliffe, 1998αΖངᇩᎅΔ ᢌਢषᄎ֮֏ऱขढΔࠡრᆠਢڇᓤᠧऱषᄎխ৬ዌขسऱΔץਔᢌ୮ऱس
ؓΕᛩቼΕ܂ፖଡԳسᆖ᧭Ζᖕ Deweyΰ1934αऱᨠរΔᢌܛᆖ᧭ΰart
as experienceαΔDewey ܑထૹ࣍ᢌऱመ࿓ࢤᏝଖΔီᢌਢᆖ᧭ऱءᔆΔʳ ʳ ᎁᢌᆖ᧭ࠐ۞ֲ࣍ൄسխԳፖᛩቼऱԫߓ٨յ೯ΖᖕຍᑌऱᨠរΔڶլ
֟ᖂृൕषᄎ৬ዌऱᨠរࠐᇭᤩ৬ዌᆠፖᢌඒߛၴऱᣂᜤΰCunliffe, 1998;
Greene, 1996; Simpson, 1996αΔᎁࠟृઃૹီسᆖ᧭ऱഗ៕א֗ൣቼ౧ऱૹ
ΙՈڶᖂृᇢထല৬ዌ࢚ᘜԵᢌඒߛऱᓰ࿓ቤፖඒᖂኔᔌΰArmistead, 1996; Prater, 2001; Simpson, 1996; Stout, 1999αΔᇢထൕኔᐛऱߡ৫ࠐ൶ಘ৬ዌᆠ ڇᢌඒߛՂऱᚨشᑨԺፖױ౨ૻࠫΖ
ഗءՂΔ৬ዌᓵृ്Δψवᢝਢطᖂृ೯৬ዌΔլਢ೯൷࠹ࢨ؆ڇᛩ ቼࢬղऱωΰvon Glasersfeld, 1995αΔຍᑌऱ്Δ्ࡳԱᖂृڇᖂᖵ࿓խ ऱ᧯ࢤچۯΔۖᢌᆖ᧭ٍൎᓳଡ᧯೯ፖسΔፖᆖ᧭ऱ৬ዌΔࠡ
ၴᄅ៱ᄗ࢚Εኔࢤፖױ౨ࢤΕড়ᨠᠲޗፖଡ᧯ڃᚨઃګᆖ᧭ऱຝ։Ζᖕऱ ५֮ΰ2001αኙ໌ທԺ࿇୶ᑓীፖඒᖂᨠऱ։࣫Δᎁᢌᣊ೯ء༉ઌᅝ ൎᓳᖂृ᧯ࢤऱኦ᧩Δፖ৬ዌᓵृڇᎁᢝᓵࢬൎᓳऱمઌฤΔۖᢌ܂
ऱ໌ທࢤྂΔٍڇ࿇سᎁᢝΰgenetic epistemologyαऱءᔆՂፖ৬ዌᆠઌฤٽΖ
؆Δພጜ壁ΰ1999aαམਐנᢌඒߛࢬᙅ༛ऱຜஉΔࠀॺאኔشഗ៕Δۖਢ
៶ᢌඒߛᚥܗᖂسፖᛩቼᘜԫ᧯Δຘመլٵऱ।ীڤࢨ।ᐛֱऄΔൕᛩ ቼխބࠩؓᘝΔᛧ۞ݺऱኔፖࡉᘫ࿇୶ΖऱᒔΔᢌਢڇ౧խ।ሒൣტऱΔ Ꮑᆖطᢌءڶऱ౧वᢝΕᨠᓾृऱ౧હནΕፖటኔس֗ૹᤜᠲऱຑ
ᖞٽΔթױ౨ขسᐋऱᤩፖᇞΰພጜ壁Δ2001αΖᇨڕΚWilsonΰ1994αࢬ ߢΔᢌ܂ऱრᆠΔࠀլਢژڇ࣍܂ءߪΔۖਢଡ᧯៶طᆖ᧭ፖᇭᤩࠐ৬ዌ
ࠡኙᇠᢌ܂ऱଡԳᄗ࢚ΖڂڼΔᢌᖂፖ౧ΕषᄎΕ֮֗֏հၴڶയլ ױ։ऱᣂএΔሒګڶრᆠऱᖂΔటኔᖂΰauthentic learningαࢨൣቼᖂ
ΰsituated learningα۞ྥڶؘࠡࢤΖCunliffeΰ1998αڇᇞ࣫ Gombrich ऱᢌ܂
֗ࠡඒߛრොழΔܑਐנᢌਢषᄎࡉᎁवመ࿓ऱขढΔࠡᇞᏁᨓਮ ΰscaffoldingα܂شፖփ֏መ࿓Δࠐᗭ൶ᐙᢌऱषᄎመ࿓֗༳༽ᢌ໌܂౧
ࡉଅᎎऱრᆠΔ৬ዌᓵृࢬૹီऱփڇ֨ཕፖ؆ڇٌյ܂شࢬขسऱव ᤚ༛ᛩΰperceptual cycleαΔᒔኔڶܗ࣍ᖂس൶֮֏ΕᇞᢌΖ
ڂ৬ዌᆠᎁψᄅऱᖂڶᘸ࣍ᖂسژऱᇞωΰApplefield, Huber &
Moallem, 2001αΔီषᄎΕൣტፖᎁवᆖ᧭ᖂመ࿓ऱԫຝ։Δൎᓳലᖂृ
ऱᆖ᧭อٽᘜԵრᆠ৬ዌፖംᠲᇞެխΔࢬא৬ዌᓵृ്ڇඒᖂመ࿓խ༼ࠎᖂ
ൣቼΔࠌᄅᇷಛፖᖂسऱᆖ᧭ഗ៕ขسຑΔຘመᄗ࢚ऱຑፖᖂृऱ೯
ፖΔࠐআګڶயፖڶრᆠऱᖂΖSimpsonΰ1996αᎁᢌඒփঁךየထຍ ᣊຑऱᖲᄎΔࠏڕటኔፖᢌ୮ऱ।ᐛၴऱຑΔᖂسΕᢌ܂ፖ
ီᤚ।೯౨ၴऱຑΔຘመᔹᦰΕᐊ܂Ε༼ംΕ೯܂ΕଃᑗΕᚭᏣլٵवᢝ ጥሐၴऱຑΔSimpson ്ඒஃؘႊඕᔲऱᤚኘᖂسൕᆖ᧭խࢬᛧऱवᢝ
۶Δא֗הଚԱࠄչᏖၞԵᢌඒΔڕڼΔඒஃթױ౨ڶֺለݔऱᓰ࿓
ቤፖޗறᙇᖗΔՈթױ౨ᚥܗᖂس٤ྥچދԵᖂΔᨃᖂسڇᢌᖂ೯խ
ೈԱᛧݾ؏Εףൎዌ৸؆Δޓ౨ኙዌ৸ขس᠆༄ऱუቝፖᇭᤩΕࠠ᧯چᙃᢝ࿇
ᣊীΕᒔمᄗ࢚હ৵ࢬؘໂऱฤᇆಛஒΰsymbolic messageαࠀ൶ಘࠡޓᐋऱ რᆠΖ
א৬ዌᨠរ࠷ٻऱᢌඒᖂΔࠀլאᖂृ౨ࠉוࠠ᧯೯ࠐ໌܂የ ߩΔۖਢאᖂृ౨ຘመࢼွऱሎ৸ࠐ໌܂ࢨᦸᓾ܂ؾᑑΔഛ塄ᖂृ၌
။ტࡴፖढࢤՠࠠΔאփ֏ऱψ֨ՠࠠωΰpsychological toolsαࠐൕࠃ໌ທ ࢤ೯ΰ५֮Δ2001αΖڇ৬ዌᆠൎᓳאψᖂسխ֨ωऱ৸ፂՀΔᖂृऱ
൶ߒመ࿓ԯਢवᢝ৬ዌऱૹฃΖྤᆜጊچΔڇᢌඒխΔךየԱ൶ߒऱ ᖲᄎΔլᓵਢᢌऱᦸᓾΕᢌ୮ऱਚࠃࢨᢌ໌܂Δຟڶܗ࣍ലᢌፖଡԳ ऱس৬مದᣂᜤΔૉല৬ዌᆠᚨش࣍ᢌඒխΔᒔኔᄎڶࠡޓՕऱၲ
࿇़ၴΔᇨڕ Greeneΰ1996αࢬਐጠΔ৬ዌᆠᚨش࣍ᢌඒߛࠀլਢᆖ᧭
ऱຑΔۖਢԱ৬ዌᆠءߪܛࠠڶᇞ࣋ΰliberationαፖឩ୶ΰexpansionαऱ ݮڤΔᖂسދԵլٵᢌऱᖂΔլႛਢ֨ཕᎁवऱ࿇୶ΔޓਢवᤚԺፖუቝԺ ऱ࿇ཀΔא֗ٺጟױ౨ࢤऱၲ୶Δࢬאᚨᇠၲ࣋ᨠរΕ༈ބᄅऱီ࿗Εၲ࿇ᄅऱ נሁΔړᨃᖂسՈ౨ലᢌඒխࢬᛧऱवᢝᚨش۟ࠡהऱൣቼΖ
ʭăࣱᗺደ۬؈Ⴤደဂቺ!
२ڣࠐΔڶڍઔߒਐנඒஃኙवᢝءᔆऱॾ࢚Εඒᖂऱॾ࢚Δא֗ᖂऱ ॾ࢚ኙඒஃऱᓰ࿓ެࡳፖඒᖂኔᔌڶઌᅝऱᐙΰApplefield, Huber & Moallem,
2001; Clark & Peterson, 1986; Howard, McGee, Schwartz & Purcell, 2000; Lyons,
1990; Prawat, 1992αΔྤᓵਢ༉ᓰ࿓ऱਮዌፖิ៣ΕඒᖂޗறፖඒᖂᇷᄭऱᙇᖗΕ
ඒᖂֱऄፖඒᖂ೯ऱૠΔא֗ᖂေၦֱڤٺֱ૿Δຟ౨֘ਠඒஃऱެࡳ
ፖኔᔌ࠹ࠡଡԳवᢝᨠΕඒᖂᨠፖᖂᨠऱᐙΖ༉۩ؾᑑඒᖂ࠷ٻऱඒஃ
ۖߢΔᄎႜٻ࣍១ऱඒᖂዌΔطඒஃᝑᇞࡳᆠΕᎅࣔᄗ࢚Δᖂسঞಖᖋࡳᆠ ࡉࠡהઌᣂࠃኔፖऄঞΔࠀݙګඒઝՂऱᒭፖඒஃਐࡳऱ܂ᄐΙ༉৬ዌඒ ᖂ࠷ٻऱඒஃۖߢΔঞႜٻ࣍אᖂسխ֨ऱඒᖂૠΔൄආ՛ิಘᓵֱڤΔᨃ ᖂس൶ᓤᠧऱवᢝᄗ࢚Δࠀւᖂس࿇୶Ε༼נլٵऱᄗ࢚Δᖂאመ࿓
ᖄٻΔቔᚐᖂس೯ፖᖂࡉवᢝऱ৬ዌΰHoward, et al., 2000αΖངᇩᎅΔ ڇ৬ዌᆠψאᖂسխ֨ωऱ࢚ՀΔᖂسڇඒᖂᣂএխࢬފዝऱߡۥਢԫଡ ψ೯ωፖψᗨᄕյ೯ωऱᖂृΔࠀ౨ജലᖂऱ֘৸֨Δ೯ᚨشࠩኔ Ꮎऱ໌ທࢤ೯ՂΔۖඒஃঞؘႊ࣋ඵᖂᦞऱߡۥΔאψᖂषᆢωऱᨠ࢚
٦৬اΕၲ࣋Ε༇ૹऱᖂऱࣷΔቔᚐ۞࿇ࢤ໌ທቫᇢፖޅܒࢤऱᢞ৸ፂΔ আګᖂس᠏ฝࢨ࿇୶ޓࠠψᄅ࡛ࢤωΕψᏝଖࢤωऱवᢝᨠΰepistemic viewsαΰ५
֮Δ2001αΖ
א৬ዌᨠរ࠷ٻऱඒᖂΔԯਢ്ലᖂृፖᖂփ୲৬مದᣂᜤΔൎᓳࠟ
ृၴऱյ೯৸ፂΰinteractive thinkingαΔࠀᎁᖂփ୲ऱᙇᖗؘႊਢᖂृ࣐
൷२Ε࣐ᇞऱΔ܀ՈਢإᒔΕࠠڶயԺऱΰPrawat, 1992αΖڂඒஃڇඒᖂመ
࿓խऱຂٚਢᖜ֧ٚᖄृΕ࠰ܗृፖআၞृऱߡۥΔඒஃᏁەၦᖂسऱփڇᏁ ޣΕ࿇୶ၸፖ।ඨΔψᔞழωچ༼ࠎψᔞ֊ωΕψᔞၦωऱޗறፖ֧ᖄΔࠐࠨ ᖿᖂृऱრᢝፖᤚवΔ༼ࣙᖂسऱᖂ೯ᖲΔᖿ࿇ᖂسऱ໌რΕტᚨፖ۞ݺ।
ሒΰself-expressionαΔၞۖឩ୶ൣტΕტ࠹Ժፖ৸ፂΔ࿇୶נإ૿ऱ۞ݺݮွΕ।
ሒऱ۞ॾΔא֗ࠠ৬ࢤऱڍց৸ᙃ౨ԺΰLowenfeld & Brittain, 1987αΖᅝྥΔ
ೈԱൎᓳψޗݾऄωऱᢌ໌܂೯א؆Δඒஃᝫױאᚨشլٵऱֱऄፖ ຜஉࠐၞ۩ᢌඒᖂΔࠏڕຘመᔹᦰΕ։࣫ᢌ୮ऱ֮ፖਚࠃΔࢨਢᢌऱ ᦸᓾΔࠐᚥܗᖂس൷ᤛᢌ܂ΔআګᖂسऱᢌኘፖᇞΖ۟࣍ڇኔᎾඒ
ඒᖂፖᖂေၦֱ૿Δ՛ิٽ܂ᖂฃΕٵᕦေၦፖ۞ݺေၦΔঞൄආ شΔຘመٵᕦհၴऱյ೯Δא֗ڇඒஃऱ᎖ܗ֧ᖄՀΔআګᖂृፖᄅᄗ࢚հၴ
ऱኙᇩΔᇞ۞ݺᢌ᧯᧭ऱૹࢤΖ
ᦹ࣍ඒஃڇᢌඒᖂኔᔌՂࠠڶᄕࠡૹऱᐙԺΔഏփᖂृພጜ壁 ΰ1999aΔ1999bαམ֍೬נᄅધऱᢌඒߛ៴ቹፖ୶ඨΔࠐࡅᩃඒஃၲඔ৸ፂΕ ഛ塄ᄅवΕᖿ࿇۞ߪᑨ౨Δאၲ࣋Εছ៓ऱᢘፖณ٠ࠐၲ࿇ᄅऱඒޗፖඒऄΔ ڂᚨᢌඒߛऱ࿇୶ႨΙۖ႓֙ࠐΰ1999αঞಾኙᢌஃᇷऱഛߛΕᢌඒߛ ऱઔߒፖඒᖂΔ༼נԱᐖऑࢤΰcomprehensiveαΕޅܒࢤΰcriticalαፖ໌ທࢤΰcreativeα ऱψԿ C ฃω࠷ٻΔᎁඒஃऱറᄐॾ࢚ፖव౨ެࡳᢌඒߛऱګඓΔᢌඒ ஃؘႊࠠໂᢌᏆऱᐖ໑वᢝፖݾ౨Εޅܒࢤ֘ઊ౨ԺΔࠀࠠڶၲ໌ࢤऱ৸ ፂፖऄΖ܀ਢΔಾኙᢌඒஃࢬڶऱᢌඒᖂॾ࢚֗ኔᎾऱᢌඒᖂउֱ
૿ΔഏփঞለઌᣂऱኔᐛઔߒΖഏ؆ᖂृ Oreckΰ2000αᛵᇞඒஃڕ۶ၞ
۩ᢌඒᖂ֗ࠡહ৵ᐙඒᖂެፖኪ৫ऱઌᣂڂైΔམኙ 71 ۯፖᢌءۯඒ ஃګ९ઔಘᄎऱഏ՛ඒஃၞ۩ᓳઔߒΔࠡᓳऱૹរץਔΚኙᖂسא֗ኙᢌ
ऱኪ৫ፖऄΙኙسፖඒᖂխᢌڂऱᤚवፖࡳᆠΙڇەᇢᚘԺፖᓰ࿓ᑑᄷ
ޣՀڕ۶։ழၴࠐၞ۩ᢌඒᖂ೯Ιא֗ኙຘመඒஃګ९ઔࠐᆵኔᢌ
ඒᖂֱऄऱऄΖհ৵Δၞԫޡਗᙇքۯᔆኲྥլٵऱඒஃၞ۩ԵऱᓫΔ
ٞቹൕ೯ᖲΕᣂࣹΰconcernsαΕ۞ݺய౨ΰself-effacayαΕ۞ݺრቝΰself-imageα
֭֗གΰsupportαնଡᐋ૿Δࠐᛵᇞඒஃڇඒᖂኔ೭խࠌشᢌऱᐋڻፖᣊীΖ ڇඒஃऱᔆΕહནፖᙇᖗֱ૿Δᇠઔߒ࿇৫ࠌشᢌඒᖂऱඒஃኙ࣍
ඒᖂऱچរΕኙွፖփ୲ऱᙇᖗࠠڶ৫ᗑمࢤΙຍࠄඒஃᤚव؆ڇऱૻࠫፖᚘ ԺΔ܀ਢڂהଚய౨ऱඒᖂ।Δࢬאࠀլ࠹؆ڇᛩቼऱᐙΙឈྥࠀॺޢ ۯፖඒஃຟ൷࠹መإڤᢌඒߛऱᆖ᧭Δ܀ޢۯඒஃຟኙᢌტᘋᔊΔהଚ ᤚፖᢌ୮٥ٵፖઔၞଥΔኙהଚኔਜᢌඒᖂऱ౨ԺڶᣂࢤऱᐙΙ ຏൄΔඒஃڇඒᖂழႜٻආشהଚለറ९ऱᢌݮڤΔྥ৵ᄎ٦ດዬၞԵࠡה ऱᢌݮڤΖڇڶᣂᢌΕࠝ࿙ፖඒᖂऱॾֱ࢚૿Δᇠઔߒঞ࿇ඒஃଚኙᢌ
ᐖᆠऱࡳᆠΔီᢌژڇ࣍سխऱࢬڶᏆא֗ᖞଡඒᖂመ࿓խΙࣄൎ௺
ऱॾ࢚Δઌॾࢬڶऱᖂسຟڶᖂګ༉ऱ౨ԺΖ۟࣍ڇᢌඒᖂሎشऱֱڤፖ
ڂֱ૿ΔՕຝ։ඒஃࠀլᎁᢌਢ։ᠦᗑمऱઝؾΔהଚԱլٵऱඒᖂؾ ᑑലᢌ೯ᘜԵլٵऱᖂઝඒᖂΙڍඒஃᄎڇᢌඒᖂխΔᖂسૡمࣔᒔ
ऱᖂګ༉।ፖଡԳګ९ؾᑑΙۖՕຝ։ඒஃᄎᖕଡԳऱറ९Δሎشڍጟ ᢌඒᖂֱऄࠀފዝٺጟআၞृऱߡۥΔࠐᚥܗᖂسᖂΖ
ᅝྥΔOreck ऱઔߒՈਐנΔሎشᢌऱኪ৫ፖݾ؏ࠀլݙ٤ٛᘸ࣍ଡԳऱ ᢌહནΕڶऱᢌኔ೭ᆖ᧭Εࢨृਢऱݾ؏Δۖਢඒஃ౨ജᚨشהଚऱ ᢌֱऄፖݮڤװ࿇ᖂઝඒޗխऱભᖂᔆΔሎشڍຜஉፖ֊ԵរၞԵᢌ
ᆖ᧭խΔܓشᢌ֏ᓰ࿓ፖᖂسऱ۩ؾᑑΖຏൄඒஃࢬࣄऱᢌඒߛᏝଖ ࡉඒᖂॾ࢚Δᄎࠌඒஃଚኙᢌऱሎش၌။ࡳऱփ୲ؾᑑΖۖඒஃଚڕ۶ሎش ᢌΔঞਢהଚኙᡖࣄᑷൣፖᘋᔊऱ।ΔՈਢߪ࣍ᢌඒᖂऱ।ᐛΖ
ጵۖߢհΔא৬ዌᨠរኔᔌᢌඒᖂΔඒஃؘႊ౨ᛜທڶܓऱᢌᖂൣቼΔ ᨃᖂسൕࠡխ༈ᑗᔊΕഛ塄ᗨᄕፖকᙠऱኪ৫Δഛ塄ሎش৸ەऱটፖᗑمࢤΔ ౨ᗑمܒឰΔ࿇ᤚڶᣂભᖂፖषᄎᤜᠲऱംᠲΔࠀאڍցऱᨠរࠐৱᢌΔข سڍցऱፖإ૿ऱൣრ।Ζֱࠡऄࢨױࠌشٽ܂ᖂΕ՛ቸ᧯໌܂ࢨಘᓵᖂ
ฃΖڇࠌشຍࠄඒᖂऄழΔඒஃᏁאᖂسऱᆖ᧭ഗ៕Δ༼ࠎߩജऱ໌܂ழ
ၴΔא֗ፖᖂسسᆖ᧭ઌᣂࢨለᑵ൜ऱᠲޗΔቔᚐᖂسᚨشڍցऱ໌܂ޗΔ ᗨᄕچΕ໌რچ৬ዌࠠڶᗑ໌ࢤΕ۞ࢤऱ।೯܂ΰᏥᬐΔ1998αΖڇᖂ سऱᖂေᦸֱ૿Δঞլאψൄᑓᅃωࢨψயᑑᅃω܂ေᦸऱᄷΔۖਢ אψଡԳᅃω܂ᄷΔٍܛਢאଡԳऱၞޡൣݮေᦸऱૹរΖေᦸऱᐋ૿
ױאץਔݾ؏ऱ࿇୶Εኪ৫ऱ࿇୶Εषᄎࢤऱ࿇୶Εߢऱ࿇୶ڍጟ૿ٻΔۖ
ଡԳᚾூေၦΔਢױאආ۩ऱֱڤΖ۟࣍ေᦸऱԳΔೈԱඒஃհ؆Δᖂس۞ေ
ፖٵᕦေၦΔઃױԵΖฅຶΔ৬ዌඒᖂ࢚ൎᓳאᖂسխ֨Δኦ᧩ᖂृऱ
᧯ࢤΖڂڼΔڇᖂᖵ࿓խΔඒஃ༼ࠎऱਢᨓਮ܂شΔފዝ֧ᖄृΕ࠰ܗृፖ আၞृऱߡۥΖۖຍࠄඒஃ۞ݺߡۥॾ࢚ऱᓳᖞΔإਢ᠏֏ႚอඒᖂክऱ ૹڂైΔՈਢඒஃਢܡ౨ᆵኔ৬ዌ࢚࣍ᢌඒߛऱᣂైΖ
ણăࡁտనࢍ
ʙăࠂՀੰᖠ!
ڶᦸ࣍ᅝছ৬ዌඒᖂ࢚Δኙᢌ౨ઝඒᖂክ࣍ႚอψݾ౨ႚωऱඒஃۖ
ߢΔױ౨ࠐඒᖂՂᓢᚰΔඒஃڇၞ۩ᢌ౨ઝඒᖂழΔ౨ܡ൷࠹ᄅऱ࢚Εޏ᧢
ඒᖂֱڤΛਢܡᣋრຘመრᢝऱ֘ઊΔ࠰ܗᖂس࿇୶ᑨ౨ፖ৬ዌભტᆖ᧭ΛຟᏅ ଖᣂࣹΖڂڼΔءઔߒം࠴ᓳࢬৱ൶ಘऱംᠲץਔԿֱ૿Κ
(ԫ)ڇᅝছഏ՛ᢌ౨ઝᓰ࿓࿇୶ፖኔᔌխΔඒஃڶऱඒᖂॾ࢚۶Λᔆߢ հΔഏ՛ඒஃڶऱભ໎ઝඒᖂॾ࢚հփො۶Λഏ՛ඒஃ֘ਠભ໎ઝඒᖂॾ࢚
ऱೣٻ۶Λ
(Բ)ഏ՛ᢌ౨ઝඒᖂॾ࢚ፖඒஃଡԳᔆፖඒᖂයٙਢܡڶᣂΛٍܛΔഏ՛
ඒஃڶऱભ໎ઝඒᖂॾ࢚ਢܡᄎڂଡԳፖඒᖂહནऱլٵۖڶฆژڇΛ (Կ)ഏ՛ඒஃհᢌ౨ઝઝඒᖂॾ࢚ፖኔᎾඒᖂൣቼխሎشऱඒᖂฃਢܡڶ ᣂΛඒᖂॾ࢚ऱփොፖඒᖂฃऱհၴژڇ۶ጟᣂএิীΛ
ʠăቡޥᆺΏ!
ءઔߒאႆΕቯԿᗼؑ 91 ᖂڣ৫ഏ՛ٽؾছᖜٚભ໎ઝඒᖂհඒஃئ ᆢΖא։ᐋᙟᖲࢼᑌֱڤΔࠉᗼؑᖂீᑇΕᖂீᑓΔ٥ࢼ࠷ 85 ࢬഏ՛ 400 ټඒ ஃ܂ᓳᑌءΖ
ʭăੰ֢ሡყ!
ઔߒृᅃመװ൶ಘഏ՛ඒஃᑇᖂΕ۞ྥΕഏΕषᄎඒᖂॾ࢚հᓳઔߒ ΰጉᖠᥞΕࡌمᕬΔ1998Δ1999Δ2000Δ2001αΔᢌ౨ઝඒᖂॾ࢚এਐඒஃኙᢌ౨ ઝભტᆖ᧭ፖᖂऱءᔆΕඒᖂٚ೭Δא֗ڕ۶ڶயၞ۩ඒᖂፖᖂऱऄΔല ඒᖂॾ࢚։ψભტፖᖂᨠωΕψඒᖂٚ೭ωΕψඒᖂᖵ࿓ωፖψඒᖂေᦸω
ଡᐋ૿Δᖕאૠၲ࣋ࢤംᠲΰڕ। 1αΖٵழಾኙףઔߒृ 2002 ڣ৫ ഏઝᄎᇖܗઔߒխψګ९ቸ᧯ωऱ 11 ۯഏ՛ඒஃΔ࣍รԲڻઔಘழၞ۩ᓫΖ
ے1! ˉᗺࠋደ۬؈ޜ်Ⴤᖠά
ʙăࠛ๐؈Ⴤደណ
1.൞ᎁչᏖਢψᢌඒߛωΛ
2.൞ᎁભ໎ઝᏆխਢܡژڇڶࡐࡳլ᧢ऱवᢝፖભტᄗ࢚Λ 3.൞ᎁࠝ࿙ڕ۶ᛧભ໎ઝऱભტᄗ࢚ࡉݾ౨Λ
ʠăደψਜ਼
4.൞ᎁભ໎ઝඒᖂ່ૹऱؾᑑਢչᏖΛ
5.൞ཚৱຘመભ໎ઝඒᖂΔኙᖂسขسչᏖᐙΛ塄ګୌࠄૹᄗ࢚ࡉݾ౨Λ 6.൞ᎁለუऱભ໎ઝઝඒᖂֱڤਢչᏖΛ
ʭăደጣു
7.ڇભ໎ઝඒᖂխΔ൞່ൄሎش۶ጟඒᖂฃࠐᚥܗᖂسᖂΛ 8.൞ڕ۶ᄷໂભ໎ઝඒᖂΛ
9.൞ᎁભ໎ઝඒᖂਢܡᏁૠඒᖂൣቼࢨᛜທܑऱඒᖂࣷΛ 10.Ղભ໎ᓰழΔᅝᖂسኙಘᓵփ୲נլٵრߠழΔ൞ᄎڕ۶Λ Ͳăඟᜦ߀ʳ
11.൞ຏൄشչᏖֱڤࠐေၦᖂسᖂભ໎ઝऱ।Λ 12.൞ຏൄشչᏖᑑᄷࠐܒឰભ໎ઝඒᖂऱګயΛ 13.൞ᎁᐙભ໎ઝઝඒᖂګய່ᣂऱڂైਢչᏖΛ 14.൞ऱભ໎ઝඒᖂᆖ᧭Δ൞৻ᑌऱඔقࡉޏ᧢Λʳ
ʳ
ᖕᓫ࣠հᇷறΔូඒஃڃ墅რߠΔሎشඒᖂॾ࢚ଡᐋ૿ፖඒᖂॾ
࢚࠷ٻΰႚอ vs.৬ዌαհᠨٻาؾ।։࣫ਮዌΔૠנ 58 ଡຫ૪܂ം࠴ᠲ ؾΰڕ। 2αΖۖ൶ಘඒᖂॾ࢚ፖඒᖂൣቼխඒᖂฃሎشऱᣂᜤΔઔߒृᖕ ഏ՛ભ໎ઝᓰ࿓ࢤፖփොΔૠԲᠲඒᖂൣቼംᠲΰࠏڕΚڕ൞ڇഏ՛ڣ
్ऱભᓰუՂψᎁᢝၢՒᢌωऱᓰ࿓Δႆࣥᗼم֮֏խ֨ڶԫറᠲ໑ढ塢ψፕ
ڝᐔᢌ塢ωറ॰տฯፕڝᐔႚอՠᢌભΔᓮം൞ᄎڕ۶ᚨشറᠲ໑ढ塢 ऱᇷᄭၞ۩ءᓰ࿓ΛαΔࠀطፖءઔߒհഏ՛ඒஃΔᇢᚵױ౨ऱඒᖂΔ٦ط ઔߒृൕխٺਗᙇጟඒᖂΔ܂ം࠴ᠲؾΔڂڼΔം࠴ᠲؾॣᒚ٥ૠڶ 70 ᠲΖം࠴܂ආش Likert ڤնរ۞ຫၦ।ΔჄृ༉ٺᠲຫ૪ൕψݙ٤ฤٽω ΰૠ 5 ։α۟ψݙ٤լฤωΰૠ 1 ։αေ۷ፖ۞աუऄઌฤٽऱ࿓৫Δ։ᑇᔹ
।قᠲؾऱඖ૪ፖ۞աऱუऄყ൷२Ζ
ے2! ˉࣱᗺࠋደ۬؈ੰ֢ሡყᖖϩάےჄᖠս
ደᅹ จደណ ݚ်ባደណ ϫࡎ
ࠛ๐؈
Ⴤደ
1,2,8,10,14
ࠏڕΚ1.ݺᎁڇᢌඒߛխऱભ ტΕۥ༳༽ࡉሎش౨ԺΕ໌ທԺ ፖუቝհഛ塄Δࠀլᙟழזۖڶ լٵΖ
3,9,11,12,13,27,28,32
ࠏڕΚ3.ݺᎁᢌऱᄗ࢚ፖवᢝ ຟਢᑉழࢤऱΔᄎᙟထழזۖޏ
᧢Ζ
13
ደψਜ਼
4,15,16,20,22,23,24
ࠏڕΚ4.ݺᎁᢌ౨ઝඒᖂᚨאഛ塄 ᖂسᢌव౨ؾᑑΖ
5,6,7,17,18,21,25,26,29,31
ࠏڕΚ5.ݺᎁڇᢌ౨ઝඒᖂխΔ ඒᖄᖂسऴᤚΕංΕᜤუፖუቝ ऱ໌რ৸ە౨ԺΔֺᛧᢌव౨ ૹΖ
17
ደጣു
35,37,38,39,40,42,46
ࠏڕΚ35.ݺઌॾՂᢌ౨ઝழΔᖂس
ᗑऱᖂֺ՛ิٽ܂ᝫڶயΖ
19,30,33,34,36,41,43,54
ࠏڕΚ19.ݺᎁڶயऱᢌ౨ઝඒᖂ ԫࡳᝑߒඒᖂൣቼऱ܉ᆜΖ
15
ደඟු
44,45,48,52,57,56
ࠏڕΚ52.ݺᎁؘႊאထټऱᢌ
୮ऱ܂܂ေᦸᑑᄷࠐေၦᖂس ऱᢌ܂Ζ
47,49,50,51,53,55,58
ࠏڕΚ53.ݺᎁᢌ౨ઝऱေၦؘႊ
ᖕᖂسଡԳڇᢌ౨ઝٺֱ૿।
ၞޡऱൣݮࠐေֺΖ
13
ϫ ࡎ 25 33 58
Ͳăቡޥဂފ!
ڇᒔࡳᓳᑌءհ৵Δإڤം࠴ᓳழၴ 2002 ڣ 4 ִխڲΔආشၡബֱڤ ࡡಜᓳᖂீ࠰ܗᓳΔബ࿇֗ڃگՠ܂ছ৵પၜΖ
ءڻᓳം࠴࿇נ 400 ٝΔڃگૠ 237 ٝΔڃگ 59.25%Δଵೈ܂լ٤ം
࠴ 5 ٝΔኔᎾױࠎ։࣫հڶயᑌء 232 ٝΖ
ឈྥءڻᓳڃگೣ܅Δ܀ᆖอૠ։࣫ڶயᑌءհഗءᇷறΔط। 3 वΔ
ৄΕၢΕೣլٵᖂீچᑌءֺࠏ൷२ 2Κ7Κ1Δ 48 ఄאՀऱլٵᖂீᑓ ඒஃԳᑇֺࠏઌᅝΔᏅฤٽࢼᑌਮዌΔڂڼڃگᑌءսࠠڶԫࡳ࿓৫ऱז।ࢤΖ
ے3! ੰ֢ϱНᆺΏࠧುᝐʡᆵăл˷̨˷ٙဢࡌ ᝐ ʡ ᆵ л˷̨ ᝐ ʡ ᆵ л˷̨
ؒѿ ψᕛਜ਼
ߊࢤ 57 24.4 ్ٚ 141 60.3 Ֆࢤ 177 75.6 ઝٚ 90 38.5
Бᚭ ψБཥ
30ᄣאՀ 72 30.8 5ڣאփ 88 37.6 40-30ᄣ 97 41.5 6-10ڣ 48 20.5 42-50ᄣ 35 15.0 11-20ڣ 59 25.2 50ᄣאՂ 30 12.8 ၌መ 20 ڣ 39 16.7
ደጣટ ᗺБཥ
ભ໎ 25 10.7 5ڣאփ 147 62.8 ॺભ໎ 209 89.3 6ڣאՂ 76 32.5
ψϴ ψБ
ৄؑ 57 24.7 ܅ڣ్ 55 23.5
ၢޘ 154 66.7 խڣ్ 87 37.2
ೣ 20 8.7 ڣ్ 81 34.6
ደमᇁ ࠂ༄
12ఄאՀ 54 23.3 ڶ 109 46.6 13-24ఄ 78 33.6 ྤ 123 52.6 25-48ఄ 66 28.4
၌መ 49 ఄ 34 14.7
Ͳăཥट୩!
ءઔߒᓳᑌءം࠴܂ᇷறΔೈഗءᇷறආ༴૪ࢤอૠ։࣫؆Δ൶ಘ
ംᠲԫ։ܑאڂై։࣫Εႈؾ։࣫Εᗨઌᣂא֗ૹᓤၦᑇڂ᧢ฆᑇ։࣫
ΙംᠲԲհ൶ಘආشڂ᧢ฆᑇ։࣫ΙംᠲԿঞאࠢীઌᣂ։࣫Ζ
དྷăඕڍᄃኢ
ʙăደ۬؈˱!
ؾছഏ՛ඒஃհᢌ౨ઝඒᖂॾ࢚ऱփොΔא֗ױ౨ආشऱඒᖂฃ۶Λઔ ߒृಾኙඒஃڇം࠴ᠲؾऱ֘ਠΔ։ܑ༉ඒᖂॾ࢚ଡᐋ૿֗ඒᖂൣቼᠲؾၞ۩
ڂై։࣫Δ٦ࠉࢬڂైၞ۩ႈؾ։࣫אᛵᇞٺڂైऱփຝԫીࢤΖط। 4 ։࣫
࣠ኴ᧩قΔඒᖂॾ࢚ଡᐋ૿ᆖګ։։ٌ࣫֗᠏ၗऄૠࢼ 13 ଡᐛଖ ΰeigenαՕ࣍ 1 ऱڂైΖ
ے4! ᗺࠋደ۬؈ϰশ˷ٙൖَ̅Ϩϰশ˱ఋʙؒĞIğ
ደᅹ۬؈ϰশ ᖠ༴ ϰশࡒු ५ᆉࢄ
Eigen
ཌᚗᝐ୴
ුл˷̨ ˱ఋʙ
ؒɗ۽ᆵ
ࠛ๐؈Ⴤደ 58.61%
Iཏሙ౨Ժ 28 .809 3.182 24.47% .7023 27 .757
32 .645 13 .564
II౨Ժ 8 .754 1.730 13.31% .4809 14 .715
10 .522
IIIةਁᄗ࢚ 2 .835 1.513 11.64% .5879
1 .687
3 -.665
IVᖂտ 9 .764 1.194 9.18% .6710
11 .725
12 .679
ደψਜ਼ 57.805%
Iઔ࿇ඒᖂ 18 .763 4.320 28.80% .7869 24 .690
23 .689
29 .676
17 .582
15 .578
IIႚਐᖄ 22 .790 1.806 12.04% .5822
20 .686
16 .651
IIIഛ塄໌რ 5 .764 1.502 10.01% .7429
6 .756
7 .746
IV֧ᖄ໌܂ 31 .825 1.043 6.95% .6064
25 .657
21 .432
ደጣു 54.12%
Iᖂسፖ 38 .888 4.278 32.91% .8301 39 .807
37 .679 36 .654
34 .570
19 .336
IIፂൄ 35 .744 1.671 12.86% .5012
46 .698
46 .483
41 .444
III֧࿇ᘋᔊ 30 .793 1.089 8.38% .6514
54 .738
33 .682
ደඟු 54.06%
Iڍց। 50 .747 2.523 31.54% .7334
51 .735
55 .727
58 .643
53 .637
II܂। 57 .793 1.801 22.52% .5974
52 .690
56 .690
༉ᢌ౨ઝඒᖂॾ࢚ۖߢΔڶᣂψભტᄗ࢚ፖᖂωᐋ૿ࢬଡڂైհีᗨ ᇞᤩ᧢ฆၦ 58.61%Δႈؾ։࣫ழ࿇ร 3 ᠲፖڂై᜔։ઌᣂଖΔਚආ֘ٻ
ૠ։Δאঁ࠷ፖᇠڂైٺᠲᠲრઌԫીΖٺڂైࢬܶᠲؾհփຝԫીࢤαএᑇ
։ܑ .7023, .4809, .5879, .6701ΔࠡխڂైԫΔڂ௫֗ઌॾޢۯᖂس݁ࠠڶᖂ
ࣲᓾΕ໌܂ፖᇞᢌऱ౨ԺΔਚࡳټψཏሙ౨ԺωΙઌኙऱΔڂైԲऱᠲؾঞ ௫֗ઌॾࠀॺޢۯᖂس݁ࠠڶᖂᄎᢌव౨ፖᇞᢌ܂ऱ౨ԺΔਚࡳټʳ ψ౨ԺωΙڂైԿઌॾᢌᏆࠠةਁլ᧢ऱભტᄗ࢚Δਚټψةਁ
ᄗ࢚ωΙڂైঞઌॾࠝ࿙ᛧᢌव౨ऱૹࠐᄭਢᓰ؆᧯Εᨠ୶ᥦፖՕ۞
ྥऱൣቼΔਚټψᖂտωΖ
ࠡڻΔڶᣂψඒᖂٚ೭ωᐋ૿ଡڂైհีᗨᇞᤩ᧢ฆၦ 57.08%Δٺڂై
ᠲؾփຝԫીࢤαএᑇ։ܑਢ .7869, .5822, .7429, .6064Δࠡխร 4 ፖร 26 ࠟᠲፖ ڂై᜔։ઌᣂለ܅ΔਚղאܔೈΖڂైԫڶ 6 ᠲΔᠲრ௫֗ઌॾᢌ౨ઝऱඒᖂඒ ஃؘᏁ፦ႃઌᣂᇷறΕઔ࿇ඒᖂ೯אᖿ࿇ᖂس۞۩൶ߒᢌ໌܂ᠲޗऱ౨ԺΔ ਚټψઔ࿇ඒᖂωΙڂైԲڶ 3 ᠲΔڂ௫֗ൎᓳඒஃᚨࠉᖕඒઝࢨګඒࠠ
ૠඒᖂΔފዝړႚᎠवᢝऱߡۥΔਚټψႚਐᖄωΙڂైԿڶ 3 ᠲΔᠲრ௫֗
ൎᓳᢌ౨ઝᚨૹီഛ塄ᖂسუቝΕ໌რ৸ەΕ൶سፖ۞ݺ।ሒΔਚټψഛ 塄໌რωΙڂైٍܶ 3 ᠲΔᠲრፖൎᓳඒஃᚨފዝ֧ᖄᖂس໌܂ᑨԺፖ।ऱߡ ۥڶᣂΔਚټψ֧ᖄ໌܂ωΖ
٦ृΔڶᣂψඒᖂᖵ࿓ωᐋ૿Կଡڂైհีᗨᇞᤩ᧢ฆၦ 54.12%Δڂైᠲ ؾփຝԫીࢤ α এᑇ։ܑਢ .8301, .5012, .6514Δࠡխร 42Εร 43 ᠲፖڂై᜔։
ઌᣂለ܅ΔਚղאܔೈΖڂైԫڶ 6 ᠲΔՕࣂ௫֗ڇᢌ౨ઝՂᓰխΔඒஃᏁሎش
՛ิᤁΕٽ܂ΕಘᓵאᛜທᖂࣷΔᖿ࿇ᖂፖΔਚټψᖂسፖωΙڂ
ైԲૠ 4 ᠲ௫֗ᢌ౨ઝᓰഘխΔඒஃᚨᆖൄਐٚ೭Δڶயፂൄא྇֟
ᖂس։֨ऱ۩ΔਚټψፂൄωΙڂైԿૠ 3 ᠲΔᠲრ௫֗ඒஃڶؘ֧ش ኔࠏΔᜤ៱ᆖ᧭א֧࿇ᖂسᖂᘋᔊΔਚټψ֧࿇ᘋᔊωΖ
່৵ڶᣂψඒᖂေၦωᐋ૿ࠟଡڂైհีᗨᇞᤩ᧢ฆၦ 54.06%Δٺڂైᠲ ؾփຝԫીࢤ α এᑇ։ܑਢ.7334, .5974Δࠡխܔೈնᠲፖڂై᜔։ઌᣂለ܅ऱᠲ ؾΰร 44Δ45Δ49Δ48Δ47αΖڂైԫڶ 5 ᠲΔထૹᖂګயऱေၦᚨආᖂس
۞ݺေၦΕٵᕦյေΔ֗ٺጟլٵֱڤऱေၦאᛵᇞᖂسᖂऱ࣠Δਚټψڍ ց।ေၦωΙڂైԫڶ 3 ᠲΔঞൎᓳᢌ౨ઝऱඒᖂေၦא܂।֗ఄ్ൄᑓ
ᅃለড়ᨠΔਚټψ܂।ေၦωΖ
ے5! ᗺࠋĶደൊୱķϰশ˷ٙൖَ̅Ϩϰশ˱ఋʙؒ
ደᅹ۬؈ϰশ ᖠ༴ ϰশࡒු ५ᆉࢄ
Eigen
ཌᚗᝐ୴
ුл˷̨
˱ఋʙ
ؒɗ۽ᆵ
I։ࠆյ೯ 3-3 .853 2.815 35.19% .7708 2-3 .787
3-2 .722 2-1 .701
IIݙګٚ೭ 2-4 .812 1.862 23.27% .6896
3.4 .768
2-2 .727
3.1 .498
58.46%
༉। ˈ ඒᖂൣቼᠲڂై։࣫ᨠհΔԶଡඒᖂ٥ࢼࠟႈڂైΔีᗨᇞ
ᤩ᧢ฆၦ 58.46%Δڂైᠲؾփຝԫીࢤ α এᑇ։ܑਢ .7708, .6896Δڂైԫૠ 4 ᠲΔፖሎش։ิಘᓵΕஃسٽԺዌ৸Δא֗ګ࣠։ࠆհඒᖂฃڶᣂΔਚ ټψٽ܂։ࠆωΙڂైԲૠ 4 ᠲΔ௫֗ࠉᅃ۩ਙۯޣΔඒஃ༼נዌუΔᨃ֟ᑇ
ࠠᢌթ౨ᖂسፖݙګٚ೭հඒᖂฃΔਚټψݙګٚ೭ωΖ
ʠă۬؈ϰশڟᘰ۽!
ᛵᇞᢌ౨ઝඒᖂॾ࢚ԼԿႈڂైհၴڼऱᣂᜤΔءઔߒאؼዿཤᗨઌ ᣂ։࣫ٺڂైၴऱٌյઌᣂൣݮΔഗ࣍ছ૪ຝ։ڂైփຝԫીࢤ α এᑇೣ܅Δਚ ઌᣂଖอૠە᧭ऱ᧩ထֽᄷࢤαૡ.01Ζ। 6 ᧩قΔψભტᄗ࢚ፖᖂωᐋ૿
ଡڂైၴΔཏሙ౨Ժፖᖂտڶ᧩ထإઌᣂΰr =.415, p<.001αΔۖፖ౨Ժ ڶ᧩ထऱઌᣂΰr =-.275, p<.001αΙψඒᖂٚ೭ωᐋ૿ଡڂైհၴΔઔ࿇ඒᖂፖ ഛ塄໌რΕ֧ᖄ໌܂ऱઌᣂઃሒ᧩ထΰr =.447; r =.409, p<.001αΔഛ塄໌რፖ֧ᖄ
໌܂ٍژڇ᧩ထऱإઌᣂΰr =.485, p<.001αΙψඒᖂᖵ࿓ωԿଡڂైհٌյઌᣂ ΰr =.544; .220; .194αٍઃሒ᧩ထΰp<.01αΙۖψඒᖂေᦸωࠟڂైၴհઌᣂآሒ
᧩ထΰr =-.045, p>.01αΖ
ے6! ˉࣱᗺࠋደ۬؈Ϩϰশ˞κˣߺᘰĞN=232ğ
ࠛ๐؈Ⴤደ ደψਜ਼ ደጣു ደඟු
۬؈ϰশ ಽ྇
ʨ ደ
౬˭ ५ॆ
ʨ Ηݯ
؈ ࠂവ
ደ ઉኴ
๎ จ
ݾዲ ̕ዲ
Ѱ ደΡ
Ⴤ ̕വ
፹ቸ Ⴐݻ લ ϻ˯
ے୪ Ѱܢ ے୪ ᖂ .415
տ ***
-.275 -.149
౨Ժ ***
.111 .130 .052 ةਁ ᄗ࢚
.392 .568 -.091 .143 ઔ࿇ ඒᖂ *** ***
.276 .583 -.072 .163 .447 ഛ塄 ໌რ *** *** ***
-.050 .090 .451 .087 -.025 -.025
ႚ ਐᖄ ***
.388 .483 .018 .029 .409 .485 .025
֧ᖄ ໌܂ *** *** *** ***
.305 .458 .058 .087 .607 .294 .108 .444 ᖂس ፖ *** *** *** *** ***
.419 .530 -.127 .048 .653 .434 -.047 .548 .544
֧࿇ ᘋᔊ *** *** *** *** *** ***
.061 .238 .176 .008 .177 .234 .317 .245 .220 .194 ፂ ൄ *** ** *** *** *** ** **
.425 .496 -.081 .087 .601 .328 -.009 .463 .600 .661 .176 ڍց । *** *** *** *** *** *** *** **
-.110 .041 .327 -.001 -.092 .047 .434 .021 .135 -.136 .232 -.045
܂ । *** *** ***
*** P<.001; ** P<.01;
༉լٵᐋ૿ڂైၴऱઌᣂࠐΔભტᄗ࢚ፖᖂխऱψཏሙ౨Ժωࡉψᖂ
տωፖࠡהᐋ૿ڂైհઌᣂൣݮઌᅝᣊۿΔ։ܑፖψઔ࿇ඒᖂωΰr =.392; r
=.568αΕψഛ塄໌რωΰr =.276; r =583αΕψ֧ᖄ໌܂ωΰr =.388; r =.483αΕψᖂس
ፖωΰr =.305; r =.458αΕψ֧࿇ᘋᔊωΰr =.419; r =.530αΔא֗ψڍց।ωေၦΰr
=.425; r = .496αհၴژڇڶ᧩ထհإઌᣂΰp < .001αΔೈڼψᖂտωԾፖψፂ
ൄωڶ᧩ထإઌᣂΰr =.238αΙψ౨Ժωঞፖψႚਐᖄωΰr =.451αΕψፂ
ൄωΰr =.176αא֗ψ܂।ωඒᖂေၦΰr =.327αڶ᧩ထإઌᣂΙۖڇඒ ᖂٚ೭ᐋ૿խΔψઔ࿇ඒᖂωΕψഛ塄໌რωࡉψ֧ᖄ໌܂ωፖࠡהᐋ૿ڂైઌᣂʳ ʳ ʳ
ൣݮٍઌᅝᣊۿΔ։ܑፖψᖂسፖωΰr =.607; r =.294; r =.444αΕψ֧࿇ᘋᔊωʳ ʳ ʳ ΰr =.653; r =.434; r =.548αא֗ψڍց।ωေၦΰr =.601; r =.328; r =.463αհၴ
ڶ᧩ထإઌᣂΰp<.001αΔ؆Δഛ塄໌რፖ֧ᖄ໌܂Ծٺፖψፂൄωڶ᧩ထ إઌᣂΰr =.234; r =.245,αΙ່৵Δඒᖂᖵ࿓Կଡڂైઃፖψڍց।ωေၦڶإ ઌᣂΰr =.600; r =.661; r =.176αΔۖڶψፂൄωፖψ܂।ωေၦڶ᧩ထ إઌᣂΰr =.232αΖ
ጵٽՂ૪ॾ࢚ڂైၴհઌᣂ։࣫࣠ױवΔഏ՛ඒஃ֘ਠհᢌ౨ઝඒᖂॾ
࢚Δೈةਁᨠऱભტᄗ࢚ፖլٵऱඒᖂॾ࢚ڂైհၴྤࣔ᧩ऱઌᣂΔઌॾᖂس ኙᖂᢌ౨ઝव౨ࠠཏሙ౨Ժፖ౨Ժհၴژڇࣔ᧩ऱઌᣂ؆Δࠡהٺڂై
հၴՕڍڶ᧩ထإઌᣂΖଖࣹრृΔൕઌᣂ։ٍ࣫ױ᧩قഏ՛ඒஃڇᢌ౨ઝඒ ᖂॾ࢚Ղཏሙ౨Ժፖ౨ԺࠟृၴΔױ౨ژڶլٵऱॾ࢚ิীΔઌॾཏሙ౨ Ժृለ൷२࣍৬ዌᓵऱᨠរΔፖઔ࿇ඒᖂΕഛ塄໌რΕ֧ᖄ໌܂ΕᖂፖΕ֧
࿇ᘋᔊΔא֗ڍց।ေၦയ֊ڶᣂΔ֘ਠנ৬ዌᓵᨠរऱભ໎ඒᖂ壄壀Δࠠ۞
ᖄٻΔૹီᖂس۞ࢤΕ۞࿇ࢤऱ໌რ।መ࿓ፖ࣠ΰᏥᬐΔ1998αΙۖઌ ॾ౨Ժृঞለ൷२࣍ႚอඒᖂᨠΔՕڍፖႚਐᖄΕፂൄא֗܂।
ေၦڶᣂᜤΔܧנႚอભ໎ඒᖂऱؾᑑᖄٻᔆΔထૹඒஃψඒωભ໎Δૹီ
܂հݙګ࣍໌܂መ࿓ΰᏥᬐΔ1998αΖ
ૉڼΔᅝছഏ՛ඒஃհᢌ౨ઝඒᖂॾ࢚ऱೣٻ۶Λഏ՛ඒஃڇᢌ౨ઝඒᖂ ॾ࢚ೣૹ৬ዌᨠࢨਢႚอඒᖂᨠΛԱە᧭൷२ψႚอඒᖂᨠωॾ࢚ڂైፖ൷२ ψ৬ዌඒᖂᨠωॾ࢚ڂైऱᖞ᧯ฆΔءઔߒၞԫޡ༉ٺᐋ૿ऱॾ࢚ڂైΔല൷ २৬ዌᨠऱԶଡڂైΰཏሙ౨ԺΕᖂտΕઔ࿇ඒᖂΕഛ塄໌რΕ֧ᖄ໌܂Ε ᖂፖΕ֧࿇ᘋᔊΔא֗ڍց।αΔࡉ൷२ႚอඒᖂᨠऱնႈڂైΰ౨ԺΕ ةਁᄗ࢚ΕႚਐᖄΕፂൄΔא֗܂।α։ܑٽࠓૠ։Δᆖאઌࠉᑌء
tە᧭ە᧭ഏ՛ඒஃ֘ਠࠟጟඒᖂᨠհؓ݁ᑇฆΖ࣠᧩قΔႚอඒᖂᨠհؓ݁
ᑇ 3.1064ΰSD =.4086αΔ৬ዌᓵඒᖂᨠؓ݁ᑇ 2.0656ΰSD =.4306αΔࠟृ
ฆ t ଖ 27.031ΔሒอૠՂհ᧩ထֽᄷΰp < .001αΔႚอඒᖂᨠ᧩ထ࣍৬ዌᓵ ऱඒᖂᨠΖطਢ᧩قΔؾছഏ՛ඒஃڇᢌ౨ઝऱඒᖂॾ࢚ՂսೣٻႚอऱඒᖂᨠΖ
ʭăࣱࠧುڟ࣯୴!
ڇഏ՛ඒஃ֘ਠऱᢌ౨ઝඒᖂॾ࢚ՂΔਢܡᄎڂહནऱլٵۖڶฆΛءઔ ߒאڂ᧢ฆᑇ։࣫֗ࠃ৵ֺለ Scheffe ऄΔ։ܑە᧭ࢤܑΕٚඒڣᇷΕᖂᖵറ ९ΰભ໎ઝߓิፖॺભ໎ઝߓิαΕᖂீچΕᖂீᑓΕඒᖂ೭ΰ్ٚፖઝٚαΕ
ٚඒڣ్Δא֗ࠟڣփፖભ໎ઝઔऱᆖ᧭Զႈહན᧢ႈڇٺॾ࢚ڂై֘ਠ ऱฆൣݮΖ
طؓ݁ᑇฆ F ଖە᧭࣠᧩قΔഏ՛ඒஃೈࢤܑΕٚඒچΕٚඒڣ
Կଡહན᧢ႈ֘ਠڇԼԿଡॾ࢚ڂైհฆآሒ᧩ထ؆ΰp >.05αΔࠡ塒նଡહན
᧢ႈ۟֟ᄎڇԫଡॾ࢚ڂైՂ֘ਠऱฆሒ᧩ထΰp < .05αΙۖૉ༉ॾ࢚ڂైᨠ հΔೈᖂտΕةਁᄗ࢚Εፂൄፖڍց।ፖ܂।ေၦնଡॾ࢚ڂ
ై؆Δڇࠡ塒Զႈॾ࢚ڂైհ֘ਠՂΔᄎڂඒஃլٵહནۖڶ᧩ထฆΰp <.05αΖ
༉ભტᄗ࢚ፖᖂᨠۖߢΔڇψ౨Ժωऱॾ࢚ՂΔլٵٚඒڣᇷඒஃʳ ʳ ʳ
ิհؓ݁ᑇฆሒ᧩ထΰF = 4.327, p <.01αΔٚඒآየ 5 ڣඒஃΰM = 3.47, ʳ
SD = .64α᧩ထ࣍ٚඒ၌መ 20 ڣඒஃΰM = 3.02, SD = .56αΙڇψཏሙ౨Ժωऱ
ॾ࢚ՂΔٚඒլٵᑓᖂீඒஃิհؓ݁ᑇฆឈሒ᧩ထΰF = 2.81, p < .05αΔ܀
ࠃ৵ֺለথآ᧩قิၴऱฆΖೈڼΔࠡ塒լٵહནऱඒஃڇٺॾ࢚ڂైऱ֘ਠ Ղࠀآڶ᧩ထฆژڇΖ
༉ඒᖂٚ೭ᨠհΔլٵᖂᖵറ९ඒஃڇψઔ࿇ඒᖂωऱ֘ਠՂڶ᧩ထฆ ΰF = 5.966, p < .05αΔॺറ९ඒஃΰM = 2.08, SD = .52α᧩ထ࣍റ९ඒஃ ΰM = 1.81, SD = .47αΙڇψ।ሒ໌რωՂΔլٵٚඒ೭ඒஃิհؓ݁ᑇฆሒ
᧩ထΰF = 5.583, p < .05αΔઝٚඒஃΰM = 2.06, SD = .71α᧩ထ్࣍ٚඒஃ ΰM = 1.86, SD = .56αΔ٦ृΔڇψ֧ᖄ໌܂ωՂΔլٵ೭ඒஃิհؓ݁ᑇฆ
ٍሒ᧩ထΰF = 6.542, P < .05αΔઝٚඒஃΰM = 2.19, SD = .61α్࣍ٚඒஃ
ΰM = 1.98, SD = .62αΙڇψႚਐᖄωՂΔլٵઔᆖ᧭ඒஃհؓ݁ᑇฆሒ᧩
ထΰF = 10.41, p < .01αΔ່२Կڣփڶףભ໎ઝઔᆖ᧭ඒஃΰM = 3.44,
SD = .67α᧩ထ࣍ྤઔᆖ᧭ඒஃΰM = 3.15, SD = .67αΖ
༉ඒᖂᖵ࿓ᨠհΔٚඒլٵᑓᖂீඒஃ֘ਠڇψፖᖂωॾ࢚Ղհؓ݁
ᑇڶ᧩ထฆΰF = 3.325, p < .05αΔٚඒ 48 ఄאՂᖂீඒஃΰM = 2.60, SD = .77α
᧩ထ࣍ٚඒ 25-48 ఄᖂீඒஃΰM = 2.20, SD = .52αΙڇψ֧࿇ᘋᔊωॾ࢚ՂΔ լٵઔᆖ᧭ඒஃ֘ਠհؓ݁ᑇฆሒ᧩ထΰF = 5.734, p < .05αΔ່२Կڣփྤ
ઔ ᆖ ᧭ ඒ ஃ ΰ M = 1.95, SD = .57 α ᧩ ထ ࣍ ڶ ઔ ᆖ ᧭ ඒ ஃ ΰ M = 1.78,
SD = .51αΖ່৵Δ༉ඒᖂေၦᨠհΔլٵહནഏ՛ඒஃڇඒᖂေၦऱࠟႈॾ࢚ڂ
ైՂ֘ਠऱؓ݁ᑇઃآሒ᧩ထΰp > .05αΖ
ᖞ᧯ۖߢΔڇψ౨ԺωΕψ।ሒ໌რωΕψႚਐᖄωΕψፖᖂωא֗ψ֧
࿇ᘋᔊωնႈॾ࢚ڂైՂΔഏ՛ඒஃᄎڂહནऱլٵΰܑਢઔᆖ᧭Εٚඒ
೭αۖڶࣔ᧩ऱฆژڇΖຍᑌऱ࿇ઌለ࣍መװ൶ಘഏ՛ඒஃᑇᖂΕ۞ྥΕ ഏΕषᄎඒᖂॾ࢚հᓳઔߒ࣠ΰጉᖠᥞΕࡌمᕬΔ1998Δ1999Δ2000Δ2001αΔ ભ໎ઝඒஃऱહན᧢ႈฆઌᅝᗑΔլٵ࣍ࠡהᖂઝඒᖂॾ࢚ऱહན᧢ႈΚᑇ ᖂઝΰࢤܑΕٚඒڣᇷαΕ۞ྥઝΰڣΕٚඒڣᇷΕᖂᖵહནαΕ֮ઝΰࢤܑΕ ڣΕٚඒڣᇷαΕא֗षᄎઝΰڣΕچΕٚඒ೭Εٚඒڣ్αΔଖࣹრ ऱਢΔભ໎ඒஃࠀլᄎڂࢤܑΕڣΕٚඒڣᇷऱլٵΔۖขسॾ࢚ڂైՂऱ᧩
ထฆΔ֘ଙਢઔᆖ᧭ፖٚඒ೭ኙඒஃऱඒᖂॾ࢚ڶࢬᐙΔࠡહ৵ࢬ֘ਠ ऱಛஒፖრᆠথઌᅝરԳ༈࠺Δۿፖ Oreckΰ2000αऱઔߒ࿇ڶઌյࡅᚨհ யΔܛഏ՛ඒஃሎشᢌऱኪ৫ፖֱऄΔࠀլݙ٤ٛᘸ࣍ଡԳऱᢌಝᒭહནΕ
ڶऱᢌኔ೭ᆖ᧭Δ܀ፖઌᣂऱઔၞଥΔথਢኙඒஃኔਜᢌඒᖂऱ౨Ժ ڶᣂࢤऱᐙΖ
Ͳăደ۬؈Ⴤደဂቺ!
ഏ՛ඒஃ֘ਠऱᢌ౨ઝඒᖂॾ࢚ፖ૿ኙኔᎾऱඒᖂൣቼࢬሎشऱඒᖂฃڶ ۶ᣂᜤΛءઔߒאԼԿႈᢌ౨ઝඒᖂॾ࢚ڂై܂ቃྒྷ᧢ႈΔۖאψ։ࠆյ೯ω
֗ψݙګٚ೭ωԲጟඒᖂฃೣٻ܂யᑑ᧢ႈΔၞ۩ࠢীઌᣂ։࣫Δ࣠ኴ
ᙕ࣍। 7Ζ
ے7! ˉࣱᗺࠋደ۬؈ϰশჄደൊୱϰশ˞ܮߺᘰ˷ٙ
ܮᝐ ܮᝐ
ደ۬؈
Ğྱഁᝐğ ɬ1 ɬ2
ደൊୱ
Ğझᆿᝐğ ɝ1 ɝ2 a.ཏሙ౨Ժ .54381* -.17946* ։ࠆյ೯ .99712* -.09582*
b.ᖂտ .61007* .12675* ݙګٚ೭ .25637* .96658*
c.౨Ժ .10174*ʳ .51681* ࢼנ᧢ฆ% 53.00* 47.00*
d.ةਁᄗ࢚ .24136* .27700* ૹ ᦤ 14.71* 4.25*
e.ઔ࿇ඒᖂ .79073* -.17610*
f.।ሒ໌რ .63577* .05085* ӹ˅ 47.51% 30.25%
g.ႚਐᖄ .11449* .77054* ࠢীઌᣂ .69* .55*
h.֧ᖄ໌܂ .54600* .05699* Pଖ .000* .000*
i.ፖᖂ .80511* -.05822*
j.֧࿇ᘋᔊ .75300* -.18664* k.ፂൄ .35566* .59746*
l.ڍց। .77377* -.22935* m.܂। .08881* .61587*
ࢼנ᧢ฆ% 30.96* 14.23*
ૹ ᦤ 25.18* 14.03*
ုΚa-dΚભტᄗ࢚ፖᖂΙe-hΚඒᖂٚ೭Ιi-kΚඒᖂᖵ࿓Ιl-mΚඒᖂေၦ
ൕ। 7 ࠢীઌᣂ։࣫࣠᧩قΔࠟิ᧢ႈհၴ։ܑژڇࠟଡ᧩ထऱࠢীઌᣂ ΰρ = .69, P < .001Ιρ = .55, P < .001αΔڼ।قቃྒྷ᧢ႈऱรԫଡࠢীڂైΰχ1αΔ પױאᇞᤩயᑑ᧢ႈรԫଡࠢীڂైΰη1α᜔᧢ฆၦऱ 47.51%ΰρ2= .4751αΔۖ
யᑑ᧢ႈรԫଡࠢীڂైΰη1αΔԾױאᇞᤩயᑑ᧢ႈ᜔᧢ฆၦऱ 53.00%ΔڂڼΔ Լԫႈඒᖂॾ࢚ڂైຘመࠢীڂైχ1ፖη1Δ٥ױאᇞᤩඒᖂኔ೭ೣٻ᜔᧢ฆၦऱ
14.71%ΰٍܛΔயᑑ᧢ႈࡉቃྒྷ᧢ႈڇรԫଡࠢীڂైऱૹᦤຝ։αΖ
٦ृΔቃྒྷ᧢ႈऱรԲଡࠢীڂైΰχ2αΔપױאᇞᤩயᑑ᧢ႈรԲଡࠢীڂ
ైΰη2α᜔᧢ฆၦऱ 30.25%ΰρ2 = .30.25αΔۖயᑑ᧢ႈรԲଡࠢীڂైΰη2αΔ Ծױאᇞᤩயᑑ᧢ႈ᜔᧢ฆၦऱ 47.00%ΔԼԫႈඒᖂॾ࢚ڂైຘመࠢীڂైχ2 ፖη2Δ٥ױאᇞᤩඒᖂኔ೭ೣٻ᜔᧢ฆၦऱ 4.25%ΰૹᦤຝ։αΖጵՂ։࣫ױवΔ
Լႈඒᖂॾ࢚ڂై᧢ႈΔᆖطࠟႈࠢীڂై٥ױᇞᤩࠟጟඒᖂฃೣٻ᜔᧢ฆၦ ऱ 18.96%Ζ
ၞԫޡ։࣫࿇Δ༉รԫิࠢীઌᣂۖߢΔቃྒྷ᧢ႈፖรԫଡࠢীڂైΰχ1α נઌᣂለڶψཏሙ౨Ժωΰr = .54381αΕψᖂտωΰr = .61007αΕψઔ࿇ඒᖂω ΰr = .79073αΕψ।ሒ໌რωΰr = .63577αΕψ֧ᖄ໌܂ωΰr = .54600αΕψፖᖂω ΰr = .79073αΕψ֧࿇ᘋᔊωΰr = .75300αΔא֗ψڍց।ωΰr = .77377α Զଡ
᧢ႈΔۖயᑑ᧢ႈঞאೣٻψ։ࠆյ೯ωհඒᖂฃፖรԫࠢীڂైΰη1αऱઌ ᣂለΰr = .99712αΖڂڼ᧩قΔભ໎ઝඒᖂॾ࢚ፖඒᖂฃऱรԫิࠢীઌᣂΔ
ਢאཏሙ౨ԺΕᖂտΕઔ࿇ඒᖂΕ।ሒ໌რΕ֧ᖄ໌܂ΕፖᖂΕ֧
࿇ᘋᔊΔא֗ڍց।ေၦԶଡ᧢ႈΔຘመรԫଡࠢীڂైΔኙೣٻኔਜ։ࠆ յ೯ඒᖂฃऱቃྒྷய࣠ለՕΖრܛΔഏ՛ඒஃყઌॾޢۯࠝ࿙ຟࠠڶࣲᓾፖ໌
܂౨ԺΔຘመൣቼፖտאᛧભტᄗ࢚Ιڇભ໎ઝඒᖂؾᑑՂყૹီඒஃ፦ႃ
ᇷறૠ೯Εഛ塄ᖂس໌რ৸ەΕ࿇୶໌܂ᑨ౨Ιၞۖڇඒᖂመ࿓խቔᚐᖂس
ፖᖂΕᖿ࿇ᘋᔊፖᜤᆖ᧭Ιא֗ၞ۩ڍց।ေၦᛵᇞᖂسᖂ࣠ृΔ ყೣٻᙇᖗආش։ࠆյ೯հඒᖂฃΖ
ઌኙऱΔ༉รԲิࠢীઌᣂۖߢΔቃྒྷ᧢ႈፖรԲଡࠢীڂైΰχ2αנઌ ᣂለڶψ౨Ժωΰr = .51681αΕψႚਐᖄωΰr = .77054αΕψፂൄω ΰr = .59746αΔא֗ψ܂।ωΰr = .61587αଡ᧢ႈΔۖயᑑ᧢ႈঞאೣٻ ψݙګٚ೭ωհඒᖂฃፖรԲࠢীڂైΰη2αऱઌᣂለΰr = .96658αΖڼ᧩قΔ ભ໎ઝඒᖂॾ࢚ፖඒᖂฃऱรԲิࠢীઌᣂΔਢא౨ԺΕႚਐᖄΕ ፂൄΔא֗܂।ଡ᧢ႈΔຘመรԲଡࠢীڂైΔኙೣٻᙇᖗݙګٚ
೭ᖄٻհඒᖂฃऱቃྒྷய࣠ለՕΖრܛΔഏ՛ඒஃყઌॾࠀॺޢۯࠝ࿙݁ࠠڶ ᖂᄎᢌव౨ऱ౨ԺΙڇભ໎ઝऱඒᖂٚ೭Ղყૹီඒஃࠉᅃᓰءፖګඒࠠႚ
वᢝΔਐᖄᖂسᖂΙඒᖂመ࿓ყᝑޣൄऱፂΙඒᖂေၦყ്א܂।
ড়ᨠऱᦸܑᖂسᖂ࣠ृΔყೣٻᙇᖗݙګٚ೭ऱඒᖂฃΖ
ጵՂ։࣫ΔඒஃኙඒᖂޗறऱᙇᖗΕඒᖂֱऄፖඒᖂ೯ऱૠΔא֗ᖂ
ေၦֱڤٺֱ૿Δຟ֘ਠנඒஃऱඒᖂኔᔌ࠹ࠡଡԳᢌඒᖂॾ࢚ऱᐙΖ ຍᑌऱ࣠ΔՈፖছࢬಘᓵऱඒᖂॾ࢚ઌᣂઔߒᓵ૪ΰApplefield, Huber &
Moallem, 2001; Clark & Peterson, 1986; Howard, McGee, Schwartz & Purcell, 2000;
Lyons, 1990; Prawat, 1992αΔઌᅝԫીΖᇨڕᏥᬐΰ1998αࢬ։࣫Δ൷२৬ዌ࠷
ٻඒᖂॾ࢚ऱඒஃΔለઌॾᖂس೯ፖᖂऱᑨ౨Δೣٻආ࠷۞ᖄٻऱඒᖂ
ฃΔאޗࡉݾऄհᚨش֫Δ༼ࠎᖂس۞ऱ।़ၴፖյ೯ٌੌऱᖲᄎΔ ຘመ൶Ε᧯᧭ΕಘᓵΕ։ࠆऱ೯Δᨃᖂس৬ዌڍցऱ໌܂।Ιۖ൷२ႚ
ਐᖄႚอඒᖂᨠऱඒஃΔঞႜٻؾᑑᖄٻऱඒᖂฃΔאݾऄࡉޗऱ।ؾ ऱΔለ࢙ฃᖂسऱփڇ೯ᖲፖᑨԺΔထૹ࣍ച۩ዌړऱඒᖂૠፖᖂس໌܂ٚ
೭ऱݙګΖ
Ёăඕኢᄃޙᛉ
ᅝছᢌඒߛऱ࿇୶ႨΔբሂๅႚอψޗݾऄω֗壄ᒯᢌऱඒᖂ ᑓڤΔڇ໌܂ݮڤፖભᖂհ؆ΔઌᅝൎᓳߢΕ֮֏ࡉषᄎऱյ೯Δऺထ۞Ε
ၲ࣋ΕᐘࢤΕڍցऱঞΔቔᚐᖂسڇፖᢌᖂ೯խΔ᠆༄سᆖ᧭Ε
ᇞભऱტ࠹Εഛ塄უቝԺΕ໌ທԺΕᇞެംᠲΕ։࣫ܒឰऱव౨ΰພጜ壁Δ1999bαΔ ຍᑌऱ࿇୶ႨΔڍ֟ᤖොԱ৬ዌᆠऱඒᖂ࢚Ζڶᦸ࣍ඒஃඒᖂॾ࢚ኙඒᖂ ኔᔌΔඒஃኙ࣍ᢌඒߛ᧢խࢬឆ࢚ܶऱᎁᢝΕ൷ፖ֭Δࠀലհࠠ᧯ᆵ ኔ࣍ኔᎾඒᖂൣቼխ֠ૹΖਢհਚΔءઔߒڱڇאભ໎ઝඒஃࠏ൶ಘഏ
՛ඒஃᢌ౨ઝඒᖂॾ࢚ऱउΔ៶ط൶ಘઌᣂ֮Δ։࣫ᢌඒߛऱփොፖૹ
ࢤΕ৬ዌᆠڇᢌඒߛՂऱᚨشΔא֗ඒஃᢌඒᖂॾ࢚ፖඒᖂኔᔌऱᣂএΔ
ᖕᓫભ໎ઝඒஃऱ࣠Δᒳ፹ം࠴ΔಾኙႆቯԿᗼؑഏ՛ඒஃၞ۩ࢼᑌᓳΔ א֘ਠඒஃڇᢌ౨ઝඒᖂॾ࢚ՂऱႜٻΔࠀၞԫޡ։࣫լٵહནඒஃࢬ֘ਠڇඒ ᖂॾ࢚ՂऱฆΔא֗ፖࠡהඒᖂڂైऱઌᣂයٙΖ
ᓳ࣠᧩قΔഏ՛ඒஃհᢌ౨ઝඒᖂॾ࢚ױ֘ਠנԼԿႈࠠઌյᣂᜤऱॾ
࢚ڂైΔץਔΚཏሙ౨ԺΕᖂտΕ౨ԺΕةਁᄗ࢚Εઔ࿇ඒᖂΕഛ塄໌
რΕ֧ᖄ໌܂ΕႚਐᖄΕᖂسፖΕ֧࿇ᘋᔊΕፂൄΕڍց।֗܂।
ΖࠡၴΔೈةਁᨠऱભტᄗ࢚ፖլٵऱඒᖂॾ࢚ڂైհၴྤࣔ᧩ऱઌᣂΔ ઌॾᖂسኙᖂᢌ౨ઝव౨ࠠཏሙ౨Ժፖ౨Ժհၴژڇࣔ᧩ऱઌᣂ؆Δࠡ
