() D () (2) (3) D (3) ICT [2] 20 [3] 22 0 ICT 32 [4] [5] ICT ICT [6] 2.2 D () (2) (3) [7] () (2) () [8] IT IT c 205 Informa
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1 ,a) 2,b) ICT D Practice and Evaluation of the Class in Automatic Measurements and Controls via Computer Programs to Use Information Devices Takaki Kaoru,a) Murofushi Haruki 2,b) Abstract: Ministry of Education, Culture, Sports, Science and Technology has been promoting computerization of school education from 20.In particular, verification of educational effect of students that use a information device has been demanded.on the other hand, a information device have not been rarely used in the technical education of junior high school, and it has not been used at all for Automatic Measurements and Controls via Computer Programs.Therefore, we have developed a teaching material for the automatic measurement and control via computer program to use information devices, and we were using a classroom practice to develop a teaching material.as a result, we developed a teaching material revealed by the evaluation that can increase the interest of the students.. ICT Shizuoka University, 836 Ooya, Shizuoka, , Japan 2 Shizuoka University, 836 Ooya, Shizuoka, , Japan a) takaki.kaoru.4@shizuoka.ac.jp b) ehmurof@ipc.shizuoka.ac.jp ICT [] ICT Wi-Fi Bluetooth c 205 Information Processing Society of Japan
2 () D () (2) (3) D (3) ICT [2] 20 [3] 22 0 ICT 32 [4] [5] ICT ICT [6] 2.2 D () (2) (3) [7] () (2) () [8] IT IT c 205 Information Processing Society of Japan 2
3 [9] (2) [0] [],[2] (3) LEGO EV3[3] iphone Romo[4] iphone iphone5 ios 2.3 Fig. System configuration of a conventional educational robots Bluetooth Bluetooth c 205 Information Processing Society of Japan 3
4 情報処理学会研究報告 図 5 ロボットの外観 Fig. 5 Appearance of the robot. 図 2 開発した教材用ロボットの概略 Fig. 2 System configuration of educational robots. 表 部品の一覧 Table Parts List of robot 部品 Arduino 個数 (個) Bluetooth USB ドングル PIC24FJ64GB004 小型マイコン基板 SBDBT モータードライバ IC 2 DC モータ 2 フォトトランジスタ 測距センサ 図 3 プログラムの構造作成画 びロボットに搭載したセンサを利用した計測である ア Fig. 3 Screen to create the structure of the program クチュエータの制御では タブレット端末からアクチュ エータの制御信号を Bluetooth で受信し アクチュエータ を制御する ロボットに搭載したセンサを利用した計測で は ロボットのアナログ入力に接続したセンサの計測値を Bluetooth でタブレット端末に送信する 3. 教育効果の検討と検証 3. 期待される教育効果 開発した教材により 技術科における評価の 4 観点に対 応した教育効果が期待される 技術における評価の 4 観点 図 4 モータの出力設定画面 Fig. 4 Screen for setting the output of the motor. とは 関心 意欲 態度 工夫 創造 技能 知識 理解で ある 関心 意欲 態度では 教材のシステム構成を利用 したロボットの制御を通して 身近にある計測 制御シス 用してプログラムの構造を作成することができる 円図形 テムとの関連に気づくことやロボットを制御するプログラ はロボットの動作を表し 矢印はロボットの動作を変化さ ムに興味を持つことができると考えられる 工夫 創造で せる条件を表している は タブレット端末上でプログラムの動作確認を行うこと ロボットのモータ出力設定画面では 三制御構造におけ を通して 課題に応じたプログラムの改善を図ることがで る順次制御の記述を行う 実際のアプリケーションの画面 きると考えられる 技能では アプリケーションを利用し を図 4 に示す この画面では ロボットの左モータと右 たプログラムの構造作成 モータ出力の設定 タブレット モータの出力を正転 8 ビット 逆転 8 ビットの分解能で設 端末のセンサを使った計測活動を通して三制御構造の順次 定することができる 反復及び分岐制御を組み合わせたロボットのプログラムを ロボットの機能 作成でき プログラムに反映させることを目的としたセン 本教材におけるロボットの外観を図 5 部品の一覧を表 に示す 本教材のロボットの機能は アクチュエータの制御及 205 Information Processing Society of Japan サの値の測定ができると考えられる 知識 理解では 教 材の構成を利用したロボットの制御やプログラムの作成を 通して 情報処理の手順である順次 反復及び分岐制御に 4
5 2 Table 2 Evaluation criteria (A) (B) (A) (B) Table 3 Evaluation standard. (B) (A) c 205 Information Processing Society of Japan 5
6 6 Fig. 6 Subjects deployment (B) (B) (A) (B) Fig. 7 Courses used in class. 2 0 A B A 2 2 C B B c 205 Information Processing Society of Japan 6
7 情報処理学会研究報告 図 8 質問 の回答 Fig. 8 Answer of Question answer. 図 2 生徒 C が作成したプログラム Fig. 2 Examples of programs that students C have created. 4. まとめ 筆者らが開発した教材を利用する授業実践を検討し 技 術科の D 情報に関する技術 の指導項目 (3) にタブレッ ト端末を活用する授業実践の検証を行った 授業実践の検 討では 開発した教材を利用することで得られる教育効果 図 9 質問 2 の回答 Fig. 9 Answer of Question 2 answer. を検討し 題材目標と題材目標に沿った評価規準及び評価 基準を設定し 授業の題材展開を作成した そして 作成 した題材展開を使用して静岡大学教育学部附属静岡中学 校にて授業実践を行った 授業実践の検証では 生徒に対 して事前 中期アンケートを行い 生徒の関心及び意欲に ついて調査した また 生徒が作成したプログラムを調査 し プログラムの作成意欲や態度について調査した 授業 実践を検証した結果 本教材を使った授業での生徒の表れ として 授業の目標に対して関心が高い状態で継続し 課 題に適したプログラムを作成しようとする意欲や態度が見 られた 謝辞 図 0 生徒 A が作成したプログラム Fig. 0 Examples of programs that students A have created. 本研究の一部は 科学研究費補助金若手研究 (B) 課題番 号 の支援によるものです 参考文献 [] [2] [3] 図 生徒 B が作成したプログラム Fig. Examples of programs that students B have created. [4] 205 Information Processing Society of Japan 文部科学省 教育の情報化に関する手引 について 入手先 menu/shotou/ zyouhou/25943.htm (最終アクセス平成 27 年 9 月 日) 文部科学省 幼稚園 小学校 中学校 高等学校及び特別 支援学校の学習指導要領等の改善について 答申 入手先 menu/shingi/chukyo/ chukyo0/toushin/ icsfiles/afieldfile/2009/05/2/ pdf (最終アクセス平成 27 年 9 月 日) 文部科学省 学習指導要領のポイント 入手先 menu/shotou/ new-cs/youryou/ htm (最終アクセス平成 27 年 9 月 日) 文部科学省 教育の情報化ビジョン 2 世紀にふさわし い学びと学校の創造を目指して 7
8 menu/houdou/23 /04/ icsfiles/afieldfile/20/04/28/ pdf ( 27 9 ) [5] ( 27 9 ) [6] ICT ict substantiation/pdf/wghoukoku.pdf ( 27 9 ) [7],pp.32-37( 20 4 ) [8] 24 p.88( 25 3 ) [9] 24 p.57( 25 3 ) [0] 24 p.297( 25 3 ) [] 6 pp.77-82( 24 ) [2] Vol.5,pp.7-76( 25 ) [3] LEGO R R EV3 ( 27 9 ) [4] Romo ( 27 9 ) c 205 Information Processing Society of Japan 8
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