現代体育教授学の構想と展望 (V) : システミック論からのアプローチ
Imagination and Development of Physical Education Didactics (V) : From the Viewpoint of the Systemic Theory
Dr. Yoshimoto had constructed and made the very smart and clever the framework of didactics or the key concepts for the primary education since 1980. It has been suggested that the functions of deviation amplifying or positive feedback was more important in the physical education class of the secondary school students than the function of deviation counteracting or negative feedback acoording to the systemic theory of Dr. Maruyama. Then we tried to make the concepts for the secondary school physical education. The students of secondary school are clearly different from the students of primary school in their ages, their experiences and their developmental levels, then the key concepts for the didactics must change in Japanese cultural climate of country. We made a key concept of 'justice and humanity' 'relationships' in Japanese language in addition to Dr. Yoshimoto's concepts. Espessially the physical education teachers in junior high school or high school, must understand what a justice and a humanity are. Our discussions were summerlized as follows;
1) It whould be sujested that the function of deviation amplifying or positive feedbacks becomes more and more important perspective than the function of deviation counter-acting or negative feedbacks in physical education class.
2) The imagination of physical education didactics in secondary school must be considered to the 'relationship' full of 'justice and humanity' in addtionally Dr. Yoshimoto's key concepts of 'a look lovely, hold discourse with and inquire of'.
3) The characteristics of Non-liner in the students are very popular, but they are not concrete and changeable, therefore we have to contact directly with our students.
4) The characteristics of Non-liner in students of secondery school give a oppotunity to evaluate feedback to physical education teachers.