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Analysis and Consideration of Approaches to Education through Broadcasting(<Special Articles>Problems in Educational Media Study)


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  • 放送による教育の研究の分析と考察(<特集論文>教育メディア研究)
  • 放送による教育の研究の分析と考察
  • ホウソウ ニヨル キョウイク ノ ケンキュウ ノ ブンセキ ト コウサツ

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Many new types of audiovisual educational equipment became available for use in schools during the 1980's, including video recorders, video cameras, laser discs, and personal computers. The most prominent of the new instruments that had an effect on TV education was the video recorder, which enabled teachers to record TV programs in advance for use in classroom teaching. Video recorders also contributed to the dissemination of educational video materials. According to a fiscal 1992 survey conducted by the NHK Broadcasting Culture Research Institute, most TV programs for junior and senior high schools are now used for classroom teaching in the form of recorded tapes. The survey also made it clear that the usage rate of educational video materials sold in stores has exceeded that of TV programs for schools. In this changing media situation, media researchers are discussing whether education through packaged video materials is different from education through TV programs. To study the educational effects produced by TV and packaged video materials, I have classified studies on the effects of educational TV conducted since 1950 into nine categories and analyzed their results accordingly. Consideration was also given as to whether the results of this survey have practical application in educational broadcasting. The nine categories are as follows: 1. Studies on the effects of educational TV programs using measurement of human physiological reactions to viewing activities. 2. Studies on the effectiveness of various visual techniques through examination of private reactions to viewing activities. 3. Studies on how the structure of a single TV program can enhance its educational effects. 4. Studies on the educational effects of a TV program series. 5. Studies on classroom teaching using a single TV program, and/or tape recorded video material. 6. Studies on the distribution of educational software. 7. Studies on the production system of educational TV programs. 8. Studies on communications between the users of educational TV programs, TV stations, teachers' groups and researchers, with reference to how educational TV programs should be used. 9. Studies on educational broadcasting which integrates the educational and broadcasting systems. On the basis of the survey, the author have drawn the conclusion that it is difficult to regard the Studies 1,2,3,4, and 5 as applied studies on education through television, and that, in order to promote education through broadcasting, it is essential to further investigate the Studies 6,7,8, and 9.



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