Development of a teacher-training support system for identifying behavioral factors of children with difficulties

2018 Fiscal Year Final Research Report

• Project/Area Number: 17K12946
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Educational technology
• Research Institution: Hyogo University of Teacher Education
• Principal Investigator: Ogawa Hisashi 兵庫教育大学, 学校教育研究科, 准教授 (90508459)
• Project Period (FY): 2017-04-01 – 2019-03-31
• Keywords: 研修支援システム / 対応困難児

Outline of Final Research Achievements

In this study, we developed and verified a training support system for the purpose of identifying behavioral factors of children with difficulties in elementary and junior high schools. This system uses video which is recored by wearable camera and aims to drive teacher’s awareness about children with difficulties by using a “line-of-sight graph” and an “utterance graph”. As a result of the verification, it is suggested that there are two possibilities, that the teacher can aware the bias of his/her conscious scene and can visually grasp the amount and timing of the utterance.

Free Research Field

教師教育

Academic Significance and Societal Importance of the Research Achievements

対応困難児が示すの問題行動の背景には，自己肯定感の低下等に起因するストレスが主たる要因として考えられる。そのため，教師は自己肯定感を高めることを目的に，当該児童のポジティブな側面を意識することが重要であるが，問題行動等のネガティブな側面にばかり着目されてしまう可能性が懸念される。本研究で開発したシステムは，対応困難児のポジティブな側面を意識することの重要性を教師に認識させる観点で構築したものであり，児童生徒のストレスを軽減するという観点において意義は大きい．