7人の大学心理学科3年のクラスの学生に,自己認識に関するBrownfainの25の項目を設問化して5段階評価する質問紙作成して与え,第I回は自己評価,第II回はクラスの同級生が自分をこうみていると思われる評価,第III回はクラス全員の相互評価を,それぞれ無記名で別々に行わせた資料を基にし,各成員のパーソナリティを研究することを試みた。第I回と第II回の評価のずれを社会的疎隔度,第II回と第III回の評価のずれを社会的自覚度,第I回と第III回の評価のずれを社会的適応度,各自の自己評価と成員相互の評価とのずれを相互理解度の指標として,この面から各成員の性格を吟味した。後に再度テストとの相関およびY-Gテストの結果と比較しても,この方法によって各個人のパーソナリティおよび成員相互間関係が,かなり生動的に理解されることが証された。

This stndy is the first step in investigating what effects "moral" classes have on the character development of children and is aimed at the analysis of the teacher-pupil interaction during "moral" education. For this purpose three records of instructions by different teachers each pursuing one and the same aim, were analysed according to the following methods. 1) Analytic rating of the instruction process Several trained observers rated 17 items according to 5 grades. The items consisted of three groups. (1) instructional materials dealt with (2) techniques of teaching (3) teacher-pupil relationships 2) Content analysis of the instruction process according to certain categories The classificatory system was based on the categories for the analysis of counseling processes and was revised especially for the present analysis of "moral" lessons. They involved (α) categories concerning the content of the problem, (β) categories concerning the function of teacher's utterances and (γ) categories concerning the pupil's utterances. Utterances were regarded as one unit when they expressed one completed idea and were classified from their psychological functions as well as from their contents, such as whether they described pupil's own conduct or the conduct of others, or whether or not they were expressed emotionally. 3) The pupil's cognition of the class (by means of a questionaire) Immediately after the class was over, the pupil were required to evaluate the class. (ex. Was it interesting? Did you learn something new? etc. The questionaire consisted of 15 items which were evaluated into 7 grades) Five months after the class, the pupils were again asked to write what he had learned in the class. The results gained through these methods were consistent with each other and seemed to reflect the characteristics of each "maral" lesson. But as for the details, not a few points are still left, to be improved. This study, we believe, played a pioneering role in studying about the effects of "moral" classes.