@article{oai:nagoya.repo.nii.ac.jp:00002326,
 author = {梶田, 正巳 and TANAKA, Toshiya and 石田, 勢津子 and KAMIYA, Shunji and 伊藤, 篤 and UDA, Hikaru and 水野, りか and 杉村, 伸一郎 and 田中, 俊也 and 神谷, 俊次 and 宇田, 光 and 宮田, 学 and 磯部, きよ子 and 高須, 照夫 and 杉山, 光男 and 柳田, 嘉久 and 富田, 昇 and 斎藤, 真子 and 高木, 徹},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {We have so far investigated the methods of learning at school and home of junior and senior high school students, using the concept, "Personal Learning Theory (PLT)" (Kajita, Ishida and Uda, 1984; Kajita, Ishida, Uda and Ito, 1985). In this study, the purpose was to investigate the learning methods of high school students for 3subjects separately. The 3subjects were English, Mathematics and Japanese. The questionnaire of each subject was made so that it might consist of such items as describing the learning behavior peculiar to each subject as comprehensively and precisely as possible, based on the advice of some teachers in charge of each subject. The resultant questionnaires consisted of approximately 70 bipolar items with 4-point scales. The students who answered each questionnaire were in the second grade of senior high schools; 353 for the questionnaire on English, 358 on mathematics and 317 on Japanese. As a result, following scales of each subject were obtained by factor analyses : English : (1) Attitude during the Lessons, (2) Depth of Preparation, (3) Style of Solution, (4) Schedule of Learning, (5) Efficiency of Learning, (6) Interest in the Phonetic Aspect, (7) Mastery Strategy. Mathematics : (1) Style of Understanding, (2) Schedule of Learning, (3) Process of Solution, (4) Style of Solution, (5) Note Taking. Japanese : (1) Attitude during the Lessons, (2) Coping Behaviors with Questions, (3) Learning of Classics, (4) Style of Learning, (5) Linguistic Behavior, (6) Style of Mastery, (7) Style of Communication. On each subject and on each scale, 2×2 (course×sex) ANOVA was first conducted. Then, on each subject, data pattern analyses were conducted for 4 groups (above2×2) separately. The main results were as follows : English : it was found that female students prepare the lessons more deeply and study during the lessons more actively compared with male students. Furthermore, female students in liberal arts course are much deeply interested especially in the phonetic aspect of English learning. Mathematics : there was a tendency that students in science course make much of the process of understanding more than those in liberal arts curse. And it was shown that there are few students who make much of the learning schedule but male students in science course. Japanese : just as the result of English, female students participate in the lessons more actively than male students. Moreover, it was suggested that female students prepare most earnestly especially for the lessons of classics. Finally, it was concluded that the learning methods or interest are generally peculiar not only to each subject but also to individual student, and that the consideration of the teachers in charge of each subject must be very important for the improvement of his/her PLT., 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 = {131--171},
 title = {<原著>高校生の学習様式 : 英語・数学・国語の 「Personal Learning Theory」},
 volume = {34},
 year = {1987}
}