In the field of education, the importance of active learning as a more effective educational method has recently been noted. The element of active learning was introduced to the anchoring training of the training ship for third-year students of Tokyo University of Marine Science and Technology, and its effects have been verified. The learning effect of training was confirmed by the questionnaire results of the students. Moreover, the self-evaluations of student and evaluation of instructor confirmed the skill of grasping a shipʹs position with improved accuracy and learning effects. Self-evaluation and evaluation by the other student, which were introduced as the element of active learning, both demonstrated a positive learning effect. Furthermore, since an effective training method was examined, a result is reported.

Anchoring exercises on a training ship have a significant effect on the acquisition of ship handling skills. Furthermore, such training is also effective for the development of critical thinking and problem solving. The authors investigated this topic to develop effective training methods for anchoring exercises. We created a rubric for anchor training, and the instructor evaluated trainees based on the rubric items. These rubrics were effective for judging trainee performance. The effect of dialogue in group work was shown by comments from instructors and the trainees. Group presentations were also evaluated via student comments. After conducting the anchoring training in native language in the spring, the same exercise was conducted in English in the fall. Only English instructions were offered during the training exercise in the first year (2016). In the second year (2017), students took a brief e-learning course in English about anchoring before attempting the second exercise in English. According to instructor evaluations, the second session in 2017 saw a much greater improvement in trainee performance than did the second session in 2016. English practice in the e-learning course allowed students to focus more on practising the techniques they had learned previously when performing the second training exercise in English.

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When a ship is anchoring in a stormy weather ， the anchor often comes off due to the extreme overload ofthe mooring force ． Then ， the ship begins to run and sometimes causes aground ， and this makes a serious disaster ． The accident of l' Toya − maru ， ' was also one of them ， There are stHI such accidents and bst many crew in these days． However ， the mechanism of anchor mooring f (〕rce in a stormy weather ls complicated and not clear ． Although the wind fbrce to the superstructure becomes the m 司 or anchor mooring fbrce ， it may not be enough even ifthe wave driftlng fbrce is considered ． In this paper， the accident of the sail training ship " Kaiwo Maru " that was caused under t 】 1e stormy weather by the large − scale typhoon off Hushiki − Toyama harbor in 2004 is investigated based on the model tests． Then ， it is fbund that the peak mooring fbrce becomes extremely larger even in the ahead condltion again5t wind and wave when the ship is more strongly pulled by the wind fbrce and wave drifting fbrce ． This may causes the some kind of deadlock condition that the windlass can not pull up the anchor but the anchor begins to walk ，