A Study on Evaluation of Small Group Process

1 教育本来の価値へ接近するための方法論の一助として相互作用学習に関するアクションリサーチを進めた。2 大学生4学級(N≒1 50)に関し,ソシオメトリィによる解体グループ編成という手法を扱いながら一連のバズ学習を組んだ。3 実験群・比較群の構成から取得した資料においてつぎの諸示唆をみちびいた。1) 観測用具を媒介としてフィードバックをおこなうことは,集団指導的指向への積極的態度の習得上有効である。2) 解体グループ学習は偏見の組織化を自己の課題としてとらえるうえでのリーダーシップを追求していく必要があり,そのねらいはさらに開拓されねばなるまい。Approaching to essential value in education, one trial on action research was practised at 4 classroom students in buzz session learning. Every buzz group was composed of several so unfamiliar classmates that are named "Kaitai" (disintegrated) group. To proceed with their interaction training, the experimental group members discussed mainly "problems of group functions" and the control group members on "problems of adolescents." At final session two measures were provided for evaluating instruments; 1) relative centrality score attendant on each S in buzz situation, 2) responses to attitude scale items in terms of self-analysis. These responses were constructed into a model-scale-gram in which the experimental group revealed more positve tendency than the control group. Through the scalogram some differences represented between 3 experimental sub-classroom SS were discussed especially a feed back effect of the measuring instruments used in the buzz learning