@article{oai:nagoya.repo.nii.ac.jp:00002239,
 author = {梶田, 正巳 and KAJITA, Masami and 石田, 勢津子 and ISIDA, Setsuko and 宇田, 光 and UDA, Hikaru},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {At first, the concept of [Personal Learning and Teaching Theory (PLATT for short)] was defined as the belief system which everyone has toward his own teaching and learning activity. After the conceptual determination, the authors explored the relationship between this PLATT and the academic instructional theories. Several significant conclusions were induced. One of them was that the academic instructional theories might be a specific extention from the PLATT. Then, it was hypothesized that the PLATT could be formed and developed in response to learning and teaching experiences. Some important factors which would influence the PLATT were pointed out. Hypothetical developmental courses of PLATT were shown. After the theoretical proposal, authors applied this concept to understanding the way of high school student's learning in Japan. Five basic factors of [Personal Learning Theory] were found by employing the factor analysis. And then, the pattern analysis were made to uncover the personal learning pattern of high school students. Almost 50 percent of students took one popular learning pattern. And sex differences were discovered among learning patterns., 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 = {51--93},
 title = {「個人レベルの学習・指導論(Personal Learning and Teaching Theory)」の探究 : 提案と適用研究},
 volume = {31},
 year = {1984}
}