@article{oai:nagoya.repo.nii.ac.jp:00001451,
 author = {速水, 敏彦 and Hayamizu, Toshihiko and 吉田, 俊和 and Yoshida, Toshikazu and 田畑, 治 and Tabata, Osamu and 安彦, 忠彦 and Abiko, Tadahiko and 山田, 孝 and Yamada, Takashi},
 journal = {名古屋大學教育學部紀要. 心理学},
 month = {Dec},
 note = {Since 1995,integrated human science as one of school subjects has been started in the affiliated upper and lower secondary school of Nagoya University for the purpose of stimulating students' learning attitudes. However, we have not known until now how students perceive the implications of learning integrated human science. In the present study, we aimed at examining how the students thought about learning integrated human science from the view of its usefulness. First of all, we gathered a variety of aspects of usefulness in all the school subjects including integrated human science. Out of these, 43 aspects which we regarded as essential was adopted as items. These are, for example, as follows : it is useful for making abundant humanity; it is useful for thinking of their future life. Using these items, two kinds of questionnaire were made. In the first questionnaire, the students were asked to choose what was the most useful school subject from ten alternatives for each item. In the second questionnaire, they were requested to rate the usefulness of integrated human science on 5-point scales for the same items as those in the fist questionnaire. Subjects were 254 lower and 284 upper secondary school students. As a result, integrated human science was chosen the most frequently as the most useful school subjects. Especially it was useful for the following means : growing leaderships; blushing up how to speak in public; thinking of their future life; raising self-decision making ability : fostering ability investigating their questions by themselves. Taking not only the result of the first questionnaire but also that of the second into consideration, we concluded that the students perceived as follows : (1) learning of integrated human science would make them independent and cooperative learners : (2) it would be useful for designing their future in reference to actual society; (3) it might be useful for raising expressive ability. Exceptionally, however, male students of 9th and 11th graders generally rated the usefulness of integrated human science lower than did the other students. It is necessary for us to make clear the reason in order to increase implications of learning integrated human science., 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {33--44},
 title = {総合人間科はどのように役立つか},
 volume = {44},
 year = {1997}
}