@article{oai:naruto.repo.nii.ac.jp:00027738,
 author = {安藤, 幸 and 賀川, 昌明 and 藤田, 雅文 and 木原, 資裕 and 三戸, 治子 and 下山, 敬子 and ANDO, Miyuki and KAGAWA, Masaaki and FUJITA, Masafumi and KIHARA, Motohiro and MITO, Haruko and SHIMOYAMA, Keiko},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {This is a continuing study aimed to devise a learning support software aiding primary school teachers to teach physically expressive movements in elementary P.E. class and to investigate its effectiveness by studying the educational materials taught for 6 years in elementary P.E. class. This time, we examined how learners modify and create a cluster of movement phrases by utilizing the device which automatically run back and play the Software ("Let's make refreshments"). The device (Ratoc system) is an equipment which put images recorded on videotape into the computer, and automatically play the software after a fixed amount of time (in this study, 1minute). The equipment allows learners to make progress with their studies in the way that they stand in front of a video camera and do whatever movements they choose and then check the movements after 1minute without operating the video camera and computer. How learners utilized the device was analyzed by playing the video recorded on computer. The device was used in the second and the fourth classes within four classes as a whole. The evaluation items were such as "change in level," "change in spatial extension," "change in speed," "additional movements," "repetition," and "composition of the work (start/middle/end)." The result is as follows :1. The number of times that the learners used the device was 6.6 times on the average in both the second and the fourth classes. As the learners used the device 6.6 times on the average in 25 minutes exclusive of 10 minutes for introduction and 10 minutes for presentation of the works at the end of the class, it was clear they worked positively.2. The learners mainly selected and chose the new movements according to the content of the expression.3. As for the "change in level," "change in spatial extension" and "repetition," the learners evaluated positively as they answered that they understood well and modified the selected movements.4. As for the question "whether the qualities of refreshment were expressed," the learners evaluated positively as they answered that they selected the movements as they wanted.5. As for the composition of the work (start/end), the learners could not evaluate very well. And also, as for "change in speed," it became clear that both understanding and practice were difficult for them, and they did not know how to choose the movements and modify them.},
 pages = {191--203},
 title = {小学校体育学習における表現運動「学習支援デジタル教材」の開発と評価 : 動画遅延再生装置を活用した「おやつをつくろう」で選択した動きの修正},
 volume = {24},
 year = {2009},
 yomi = {アンドウ, ミユキ and カガワ, マサアキ and フジタ, マサフミ and キハラ, モトヒロ and ミト, ハルコ and シモヤマ, ケイコ}
}