@article{oai:shotoku.repo.nii.ac.jp:00001547,
 author = {鈴木, 重人 and Suzuki, Jujin},
 journal = {聖徳学園岐阜教育大学紀要, Bulletin of Gifu College of Education},
 month = {Feb},
 note = {Recently very often university education in Japan is subjected to harsh critisism. Most of university students show less enthusiasm on studying by themselves. Wishywashy students are seen in class occasionally, as is often the case with junior-or senior-high schools. Ost of the universities in Japan, however, have some students' whispering in class, which exercise some teachers' minds. Discussions of who is "right" or "wrong" with respect to any criticism have been reported by televisions, news-papers and research papers since a few years ago. Mostly, teachers say that students are wrong. Today, however, some people say that teachers also might be responsible for it. In Japan, faculty evaluation survey is now on discussions and it is carried out in a few universities just like the way used in America. The present writer has been interested in students' whispering in class since 1986. Practices by trial and error very often used for its prevention has led him to describe the following results of research. 1. Why do they whisper in class? 2. What attitude and method should teachers have or teachng in class? 3. Researved seats would be better in case of separated desks as well as in case of non-separated ones. 4. It is emphasized that teaching loud is important, giving warning to whispering students without hot temper. 5. Class activation is needed to prevent whispering. 6. Activated class would be improved more and more by using a faculty evaluation surbey and a syllabus, which should be open to the public. 7. Tests very often given as shown in Table 2 are useful for class activation. 8. Scientific nomencoatures should be taught correctly, using explanations from many-sided and organic view-points : as an example, it is hoped that an explanation of "NANCHU【南中】" IN Japanese should be carried out referring to SOUTHING and CULMINATION, which would be comprehensible for students. 9. It is emphasized that class is not always interesting but is to be enjoyable, which depends on the magnetism expected to appear between a teacher and his students in class, being able to be checked by a faculty evaluation survey, just as shown in Table 1. 10. Speaking in a word, it might be important for teachers to have the idea that education is rhythm.},
 pages = {97--105},
 title = {大学生の私語防止と授業の活性化},
 volume = {25},
 year = {1993},
 yomi = {スズキ, ジュウジン}
}