Original Papers

9724

Title: Gentarou Tanahashi and Craft Education Background of Tanahashi's Inclination to Craft Education
Author: Fumihiko ISHIDA, Yoshihiko KOIDE

題目：棚橋源太郎と手工教育―棚橋が手工教育に傾斜した背景―
著者：石田文彦，小出義彦

Abstract

Gentarou Tanahashi started out as a specialist in science education but he became a proponent of craft education. We investigated the internal and external factors that affected his decision.
Tanahashi was influenced by his respected teacher, Yasushi Nawa, while attending the normal school. There he was inspired to study science that could be utilized in life. While he attended the higher level normal school he was critical of the education system . At that time it was influenced by Herbart's educational philosophy which emphasized knowledge and morals. Tanahashi believed in the importance of education as preparation for one's future life. He felt it should cultivate executive ability. He also was interested in craft courses which were capable of encouraging practical abilities for one's life. He felt that craft courses were particularly interesting from the standpoint of science education in that scientific knowledge could be confirmed in the work.
Meanwhile, craft courses which had been on the decline were planned to be restored by the industrial education promotion policy which was affected by the Sino-Japanese War. As a result, the number of schools where were established craft courses increased drastically starting in about 1903. Tanahashi recognized the importance of craft education. It was under these circumstances that he happened to meet Hidekichi Okayama ,who was a colleague in the higher normal school and a specialist in craft education. Initially he started to write articles about craft education, and in 1905, he published Shukou Ka Kyouju Sho which he co-authored with Okayama . This led to the publication of his theory of craft education.

Key words: internal factors, external factors, executive ability, restoration of craft courses, Hidekichi Okayama

9810

Title: Application of Neural Network (BPD with Cross-talk Links) to FSK Demodulation
Author: Masaaki NISHI, Junji FURUYA, Hiroyuki TAKIZAWA, Tadao NAKAMURA

題目：ニューラルネットワーク(クロストークリンク付きBPD)のFSK復調への応用
著者：西　正明，降矢順治，滝沢寛之，中村維男

Abstract

Neural networks with feedback links are called recurrent neural networks. In this paper, we propose a recurrent neural network where each neuron is connected to time delay elements in multiple steps resulting in recurrent links and cross-talk links in each layer. We show that the proposed network is superior to conventional recurrent networks in FSK demodulation. Furthermore, we studied the characteristics of the momentum method that is used to stabilize training of neural networks. Momentum is not always useful for improving the training characteristics of neural networks. We used a method for determining the momentum coefficient in order to keep the ratio of momentum term value constant with respect to the gradient value of error in connection weight. We demonstrate that this momentum method is superior to the conventional momentum method in FSK demodulation.

Key words: recurrent neural networks, feedback links, momentum method, FSK demodulation

Practical Papers

9733

Title: Group Study Using Simple LAN
Author: Kenji BABA, Kiyoomi TANAKA

題目：簡易ＬＡＮを利用したグループ学習
著者：馬場賢二，田中清臣

Abstract

Ordinarily, many students learn simultaneously from one teacher. In this situation, it is difficult for the teacher to teach each student, on an individual basis, those things that they do not understand.
In order to improve on this area of weakness, group study has been introduced. Group study encourages students to study together and teach each other. Along these lines, we speculated that students might more actively communicate with each other if we introduced a computer network into the group study environment. The purpose of this paper is to increase the student's activity within the study group through the use of a LAN. We designed a simple ring LAN which can be operated by the students. The LAN system can store a history of the student's discussions. Trial lessons for group study, using actual teaching materials, were conducted using this simple LAN.

Key words: active study, group study, RS-232C, LAN, study history

Technical Information

9741

Title: Development of Teaching Tools for Drawing a Helical Line and Learning about Screws
Author: Toshikazu YAMAMOTO, Ryoya MAKINO

題目：ねじに関する学習のためのつるまき線作図教具の開発
著者：山本利一，牧野亮哉

Abstract

Two kinds of teaching tools were developed for assisting junior high school students in learning about the principles of screws. The first one was used to explain the principles of screws and the second one, the hand-making of screws, was a practical experience for the students. By using these teaching tools, a helical line which is a basic element of the screw can be drawn directly on a cylindrical body. The essential points for this development are as follows; the principle of a screw can be explained through the process of drawing a helical line. Its structure is simple and easy for students to understand, it is easy to produce, it can be easily made in the school lab, and the materials are inexpensive.
An experimental lesson was conducted which involved drawing a helical line with the teaching tool we devised and then hand making the screws by cutting a groove with a file along the helical line. The teaching effect was also investigated.

Key words: screws, teaching tool, helical lines, metal working, machine element

9808

Title: The Process of Establishing the Industrial Arts and Homemaking up to January 1958
Author: Hiroshi KAMEYAMA

題目：技術・家庭科設置過程�Uー１９５８年１月まで
著者：亀山　寛

Abstract

On the opening day (September 14, 1957) of the Council for Curriculum of the Secondary Education in 1957, the reorganization plan for vocational education and homemaking was fairly solid. In March 1957, the Vocational Education Division in the Ministry of Education, Science and Culture began to reorganize the course of study for vocational education and homemaking and the first plan was conservative. In May, after inquiries were made about promoting science and technology education at the Central Council for Education, changes in the composition of the domain were evidenced. The initial reorganization plan for vocational education and homemaking which also included handicrafts was made by the Vocational Education Division and then was discussed in the conference of the Elementary and Secondary Education Bureau. This plan was suggested by Sugie, who was the section head in the Secondary Education Division. The key word "kouteki" (technological) for content was adopted in this conference and therefore the fundamentals of education content for boys was determined.
In 1957, the Vocational Education Division studied the reorganization of Vocational Education and Homemaking. However, during that process of evaluating the technological curriculum content for boys it was necessary to get direction and support from outside including such people as Sugie, then section head of the Secondary Education Division. Because the Vocational Education Division was responsible for vocational education and homemaking during the development of the previous course of study, in 1956, the personnel organization was not significantly changed.

Key words: Industrial Arts, Homemaking, Vocational Education Division, Secondary Education Division, Central Council for Education, Council for Curriculum, "kouteki" (technological).