2022 Fiscal Year Final Research Report

The creation of the support system for primary school teacher for the purpose of the judgement of children's expressions stick close to them and the inspection of its effect

Research Project

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Project/Area Number	19H01664
Research Category	Grant-in-Aid for Scientific Research (B)
Allocation Type	Single-year Grants
Section	一般
Review Section	Basic Section 09040:Education on school subjects and primary/secondary education-related
Research Institution	Saitama University
Principal Investigator	Kozawa Motohiro 埼玉大学, 教育学部, 教授 (40241913)
Co-Investigator(Kenkyū-buntansha)	綿貫啓一埼玉大学, 理工学研究科, 教授 (30212327) 清水由紀早稲田大学, 文学学術院, 教授 (30377006) 野村亮太早稲田大学, 人間科学学術院, 准教授 (70546415)
Project Period (FY)	2019-04-01 – 2023-03-31
Keywords	児童の表現 / 教員支援 / 児童画の評価と判断 / 視線計測 / 学際研究
Outline of Final Research Achievements	Because of Corona Disaster,we could not carry out teacher’s training at all during the period of this reseach, we only carried out one of the original three projects, that is, project-A(quantitative analysis of the characters of children’s drawings). As the result of this research, we could publish one peer reviewed paper titled “A Study on the Appreciation of Children's　Drawings from the Children's Viewpoint: Differences in eye tracking data among children, teachers, and experts, and now we are also making one more paper titled “Does the evaluation process for children's drawings change depending on the purpose of the evaluator? Selective attention when making aesthetic emotions, aesthetic judgments, and educational judgments”. Both papers must be indicators for primary school teacher to judge and evaluate children’s art works appropriately and so they will be one of the important support systems for art education in primary school.
Free Research Field	美術教育
Academic Significance and Societal Importance of the Research Achievements	児童自身がどのように自作を捉えているのか、小学校の教員や美術専門家はどうか、それぞれの立場からの見方を視線計測から定量的に把握し比較した結果を図工指導と評価の指標とすることは、図工指導と評価の有益な手がかりとなる。また、児童の作品をどのような目的を持って捉えるかでその評価プロセスが異なっていくことを同様に視線計測で定量化した分析結果も教師の図工指導には有益な手がかりとなる。本研究の学術的意味は心理学や工学の専門家とともに児童画の見方を定量分析しその結果を教師が理解することで、図工の重要な教育指標を教員に伝えることができる点にあり、それは今後の図工教育の本質的充実にとって大きな社会的意義がある。