The following example is a part of Step 4 IN THE GARDEN in my guide as per Terada Method to The Basic Teacher by L.W. Lockhart. If conversations from Steps in my guide to The Basic Teacher are copied and pasted to Clipboard of ReadPlease®, each of Americans of ReadPlease has a talk of the conversations to each of 10 to 50 learners in turn.
この授業は下記に列挙しました様に、寺田方式の良い点の追加と言えます。現在の集団教育が学習者の集団性を充分に利用し切れていない問題を解決しているのが、この集団的個人授業です。
This teaching has good points in addition to those of Terada method as listed below. It is mass individual teaching giving a solution to a problem that present mass language education goes without making full use of a mass quality of learners.
１ この集団的個人授業は、現在の集団語学教育が与えている学習者への不均一接触から離 脱し、多くの学習者の一人一人と等密度で密接な接触を行うことを可能にする授業で す。
1 . This mass individual teaching makes it possible to do the teaching in equal close touch with each of many learners by getting out of unequal touch with learners, which present mass language teaching is giving.
2 . 各学習者が各質問に答えている間に、他の学習者達は、何回も自動的にヒアリングの練習をすることになります。ある程度までヒアリングの要領をおぼえることになります。
2 . While each learner is answering each question the other learners automatically do the practice of hearing many times so that they will get a trick to some extent of what they have heard.
3 . しかし、ReadPleaseのアメリカ人スピーカー達は多くの時間の授業でも決して疲労しまん。
3 . But ReadPlease American speakers never get tired at the end of many hours' teaching
4 . 有料ReadPleaseでは、アメリカ人スピーカー達は自然声音で話します。
4 . Charged ReadPlease American speakers give natural voice.
5 . この授業は正確に進みます。コンピューター内でプルグラムされているからです。
5 . This teaching goes exactly because it is programmed in a computer.
Example
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Number 1 . Our garden is at the back of the house.
Where is it ?
It is at the back of the house.
Number 2 . At the front we have a green plant in a pot.
What do we have ?
You have a green plant in a pot.
Where do we have it ?
You have it at the front.
Number 3 . Near to the house are beds of flowers.
Where are they ?
They are near to the house.
Number 4 . All gardens in England have flowers.
What have flowers ?
All gardens in England have flowers.
Number 5 . Friends who have gardens give plants to us.
What do they have ?
They have gardens.
What do they give ?
They give plants.
Who do they give them to ?
They give them to you.
What friends do it ?
Friends who have gardens do it.
Number 6 . When we take plants out of the beds we give them to our friends.
What do we take ?
You take plants.
What do we take them out of ?
You take them out of the beds.
Who do we give them to ?
You give them to your friends.
When do we do it ?
You do it when you take them out of the beds.
Number 7 . The bright flowers in our garden are beautiful.
What are beautiful ?
The bright flowers in your garden are beautiful.
上記の会話文中の番号は学習者の席番リストの番号です。学習者の席番リストは下記に示す様に10人或いは 15人或いは 5人に対するものがあります。各学習者はこのリストの欄方向に席番が読まれ、その読まれた順序で呼ばれます。これらの席番は上記の例の様に会話の中に入力します。
The Numbers in the above conversation are those in Lists of Learners' Seat Nos. for 10 or 15 or 5 learners, which are given below. Each learner is called in turn of the numbers、which are read in the direction of columns in the List and these numbers are put in the conversation as seen in the above example.
データ選定、そのコッピイをすること、そしてそれらを貼り付けること、これらを含めたReadPlease操作の方法は、“自習におけるロボット読み手と質問者”と題する前著に記載と全く同じです。しかしこの集団的個人授業においては、有料自然音声のReadPleaseを使用する必要があります。叙述文と質問文の各グループの音声をReadPleaseにさせた後ReadPleaseの操者は各学習者が各質問に答えるまで待ちます。各答文はクリップボード上で見えない様にします。各学習者が答えられない時は、操者は各答文をクリップボード上に表示し、その答文を学習者に言って貰います。或いは答文のヒントを学習者に言います。操者は教師或いはボランテア学習者がなります。ボランテア学習者は答えのヒントを言えないかも知れません。
The method of ReadPlease operation including the way of selecting data, copying them, and pasting them are all the same as given in the writing titled "Robot Reader and Questioner for Self-Learning of Language." But charged ReadPlease Natural Voice has to be used in this mass individual teaching. After letting ReadPlease give the voice of each group of a statement and question or questions, the ReadPlease operator waits for each learner to give each answer, which the operator has been letting go out of sight in Clipboard. If each learner is unable to give a correct answer, the operator lets each answer come into sight and lets the learner say the answer. Or he gives him a hint to the answer. The operator is a teacher, or a volunteer learner, who may not give a hint to an answer.
学習者１０人グループにおいて、５個の異なる叙述文の会話の練習を学習者全員が１０回完了するまでに、自分の順番が来る前と後、或いは前又は後に９回、５個の異なる会話文を学習者各人が聴くことが出来ます。９回、５個の異なる会話文を聴くことは各学習者にそれらの会話記憶の機会を与えます。これは１０人の学習者席番のリストを見れば明らかです。これは上記２において述べましたこの授業法の良い諸点の内の代表的利点です。同様に１５人及び５人グループ学習者への授業はそれぞれ１４回と４回のヒアリングを各人は練習できますから、それにより５個の異なる会話を記憶する機会が各人にあたえられます。一方において、１０、１５、及び５人のグループそれぞれのために、１０、１５、及び５回総ての会話が、クリップボードに貼り付されます。
In a group of 10 learners each learner is able to hear the 5 different conversations 9 times before or after, or before and after his turn comes until all the 10 learners get 10 times through the practice of the conversation of the 5 different statements. The 9 times hearing of the 5 different conversations gives each learner a chance of having them by heart. This is clear from seeing List of Learners' Seat Nos. for 10 learners. This is a typical benefit among good points of this teaching as above mentioned in No.2. In the same way, the teaching done to a group of 15 and 5 learners gives each learner respectively the 14 and 4 times hearings for a chance through which to have a memory of the 5 different conversations. On the other hand, 10, 15, and 5 times all the conversations have to be pasted to Clipboard for a group of respectively 10, 15, and 5 learners
10, 15, 及び5人グループの学習者のための席番リストを下記に示します。下記の学習者席番の一つのリストはテキストの各課において叙述文各5個毎に対するものです。例えば１課に１７個の叙述文があるとすれば、５行のリスト3枚と2行のリスト1枚が必要となります。従って、それぞれ1, 2, 3, 及び4行の4個の異なるリストが10,15,及び5人の各グループに対し設けています。ヒアリングによる記憶は言語を自分のものにする自然なプロセスです。
Lists of Learners' Seat Nos. for 10, 15, and 5 learners are given below. One List of Learners' Seat Nos. given below is for every 5 statements in each lesson of a text. So if there are, for example, 17 statements in a lesson, three Lists of 5 lines and one List of 2 lines are needed. So four different Lists, each of which has respectively 1,2, 3, and 4 lines, are given below for each group of 10, 15, and 5 learners. The memory by hearing is a natural process of getting a language to become one's own.
学習者の１０人用席番リスト
List of Learners' Seat Nos. for 10 Learners
| 1 | 6 | 2 | 7 | 3 | 8 | 4 | 9 | 5 | 10 | |
| 2 | 7 | 3 | 8 | 4 | 9 | 5 | 10 | 6 | 1 | |
| 3 | 8 | 4 | 9 | 5 | 10 | 6 | 1 | 7 | 2 | |
| 4 | 9 | 5 | 10 | 6 | 1 | 7 | 2 | 8 | 3 | |
| 5 | 10 | 6 | 1 | 7 | 2 | 8 | 3 | 9 | 4 | |
| 1 | 5 | 9 | 4 | 8 | 3 | 7 | 2 | 6 | 10 | |
| 2 | 6 | 10 | 5 | 9 | 4 | 8 | 1 | 7 | 3 | |
| 3 | 7 | 2 | 6 | 10 | 5 | 9 | 4 | 8 | 1 | |
| 4 | 8 | 3 | 7 | 1 | 6 | 10 | 5 | 9 | 2 | |
| 1 | 4 | 7 | 10 | 3 | 6 | 9 | 2 | 5 | 8 | |
| 2 | 5 | 8 | 1 | 4 | 7 | 10 | 3 | 6 | 9 | |
| 3 | 6 | 9 | 2 | 5 | 8 | 1 | 4 | 7 | 10 | |
| 1 | 3 | 5 | 7 | 9 | 2 | 4 | 6 | 8 | 10 | |
| 2 | 4 | 6 | 8 | 10 | 3 | 5 | 7 | 9 | 1 | |
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
学習者の１５人用席番リスト
List of Learners' Seat Nos. for 15 Learners
| 1 | 6 | 11 | 2 | 7 | 12 | 3 | 8 | 13 | 4 | 9 | 14 | 5 | 10 | 15 | ||
| 2 | 7 | 12 | 3 | 8 | 13 | 4 | 9 | 14 | 5 | 10 | 15 | 6 | 11 | 1 | ||
| 3 | 8 | 13 | 4 | 9 | 14 | 5 | 10 | 15 | 6 | 11 | 1 | 7 | 12 | 2 | ||
| 4 | 9 | 14 | 5 | 10 | 15 | 6 | 11 | 1 | 7 | 12 | 2 | 8 | 13 | 3 | ||
| 5 | 10 | 15 | 6 | 11 | 1 | 7 | 12 | 2 | 8 | 13 | 3 | 9 | 14 | 4 | ||
| 1 | 5 | 9 | 13 | 2 | 6 | 10 | 14 | 3 | 7 | 11 | 15 | 4 | 8 | 12 | ||
| 2 | 6 | 10 | 14 | 3 | 7 | 11 | 15 | 4 | 8 | 12 | 1 | 5 | 9 | 13 | ||
| 3 | 7 | 11 | 15 | 4 | 8 | 12 | 1 | 5 | 9 | 13 | 2 | 6 | 10 | 14 | ||
| 4 | 8 | 12 | 1 | 5 | 9 | 13 | 2 | 6 | 10 | 14 | 3 | 7 | 11 | 15 | ||
| 1 | 4 | 7 | 10 | 13 | 2 | 5 | 8 | 11 | 14 | 3 | 6 | 9 | 12 | 15 | ||
| 2 | 5 | 8 | 11 | 14 | 3 | 6 | 9 | 12 | 15 | 4 | 7 | 10 | 13 | 1 | ||
| 3 | 6 | 9 | 12 | 15 | 4 | 7 | 10 | 13 | 1 | 5 | 8 | 11 | 14 | 2 | ||
| 1 | 3 | 5 | 7 | 9 | 11 | 13 | 15 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | ||
| 2 | 4 | 6 | 8 | 10 | 12 | 14 | 1 | 3 | 5 | 7 | 9 | 11 | 13 | 15 | ||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | ||
学習者の５人用席番リスト
List of Learners' Seat Nos. for 5 Learners
| 1 | 2 | 3 | 4 | 5 |
| 2 | 3 | 4 | 5 | 1 |
| 3 | 4 | 5 | 1 | 2 |
| 4 | 5 | 1 | 2 | 3 |
| 5 | 1 | 2 | 3 | 4 |
| 1 | 5 | 4 | 3 | 2 |
| 2 | 1 | 5 | 4 | 3 |
| 3 | 2 | 1 | 5 | 4 |
| 4 | 3 | 2 | 1 | 5 |
| 1 | 4 | 2 | 5 | 3 |
| 2 | 5 | 3 | 1 | 4 |
| 3 | 1 | 4 | 2 | 5 |
| 1 | 3 | 5 | 2 | 4 |
| 2 | 4 | 1 | 3 | 5 |
| 1 | 2 | 3 | 4 | 5 |
集団的個人授業を行う方法は下記に記載の通りです。
The way of giving mass individual teaching is as mentioned below.
英語以外の総ての授業が終わった後で、週に一回二時間授業で英語の授業を始めます。英語学習のため、一クラスの教室の学習者達を彼等自身の部屋と他のクラスの空き教室に配分する必要があるからです。各教室に15人、10人及び5人のグループの組み合わせで配分します。
An English lesson of two hours starts once every week after all the lessons other than English are over. This is because to learn English the learners in the one class room have to be distributed into their own room and each other empty class room. The distribution is made in combination of a group of 15, 10, and 5 learners.
各学年４個の級があるとします。そうすると４個の教室があります。各級５０人の学習者がいるとします。これら５０人の学習者達を４個の教室に配分するには、２個の教室にそれぞれ10人他の２個の教室にそれぞれ15 人配分します。
If there are four classes for each school year there are four class rooms. Then if each class has 50 learners the distribution of these 50 learners into four class rooms is able to be made by putting each 10 learners in each two rooms and each 15 learners in each two other rooms.
一教室の学習者の数がそれぞれ50人、45人、40人、35人、及び30人であり、４級及び６級或いは４教室及び６教室であるとした場合に、学習者の教室配分は下記リストに示すように行うことが出来ます。各教室の使用数は各学習者一人一人に等しく分配されなければなりません。
| １教室（１級）の 学習者数 |
各学年４級 （４教室） |
各学年６級 （６教室） |
|---|---|---|
| 50 | 10+10+15+15 | 10+10+10+10 + 5 + 5 |
| 45 | 10+10+10+15 | 10+10+10 + 5 + 5 + 5 |
| 40 | 10+10+10+10 | 10+10 + 5 + 5 + 5 + 5 |
| 35 | 10+10+10 + 5 | 10 + 5 + 5 + 5 + 5 + 5 |
| 30 | 10+10 + 5 + 5 | 5 + 5 + 5 + 5 + 5 + 5 |
When the number of learners in one class room is 50, 45, 40, 35, and 30 respectively and there are 4 and 6 classes or class rooms, the distribution of learners is able to be made into each class room as listed below. The number of using each class room must be equally distributed over each of the learners.
| No. of Learners in one class | 4 classes for each school year | 6 classes for each school year |
|---|---|---|
| 50 | 10+10+15+15 | 10+10+10+10 + 5 + 5 |
| 45 | 10+10+10+15 | 10+10+10 + 5 + 5 + 5 |
| 40 | 10+10+10+10 | 10+10 + 5 + 5 + 5 + 5 |
| 35 | 10+10+10 + 5 | 10 + 5 + 5 + 5 + 5 + 5 |
| 30 | 10+10 + 5 + 5 | 5 + 5 + 5 + 5 + 5 + 5 |
欠席学習者が出る場合、最後の席番から始まる番号を欠席学習者に与えて、欠席学習者席番に対し ReadPleaseが発声するのを出席学習者が聞くことだけにすれば良いわけです。これにより出席学習者はヒアリングの練習が出来、又 ReadPleaseのクリップボード (Clipboard)に貼り付けたものを変更する必要もありません。
If there are absent learners, it will do if the absent learners are given Seat Numbers started with the last seat number and the present learners only hear ReadPlease give voices for absent learners’ Seat Numbers. This gives the present learners the hearing practice without needing any change to make in what has been pasted to Clipboard of ReadPlease.
学習者の数には制限があるとしても、最善の授業は、しかしながら、教師が各叙述文の先頭数語の記載のある学習者席番リストを見て行う場合です。何故なら寺田法が醸し出す真剣な気分がみなぎる教室の空気が学習者に学習衝動を引起すからです。その授業法は学習者席番リストと題するページに記載されています。それはコンピューターによる集団的個人授業以上のものであります。
Though there is a limit to the number of learners, the best teaching, however, is still that which each learner gets when a teacher makes use of List of Learners' Seat Numbers with a look only at few words at the head of each statement in the List. It is because the air of a class room with learners full of serious attention, which is caused by Terada Method, gets learners moved in learning impulses. This teaching is as given in the writing titled "List of Learners’ Seat Numbers" and it is more than mass individual teaching by a computer program.
以上
寺田三郎
埼玉県
２００４年１２月１２日木曜日
Home Page
SaburoTerada
Saitama Prefecture
Thursday, December 12, 2004
Home Page
寺田法授業
Terada's Method of Teaching
ロボット学習―
Robotic Learning -- ReadPlease
無料ReadPleaseダウンロード
Downloading ReadPlease --
学習者の席番リスト
Japanese
Theory of Teaching
List of Learners' Seat Numbers
学習者の等配分
Equal Distribution of Learners
ザベーシックテーチャーへの教師のガイド
Teacher's Guide to "The Basic Teacher"
教育ホームページ
Education Home