著者

鈴木 そよ子

出版者

奈良女子大学

雑誌

奈良女子大学教育学科年報 (ISSN:09183604)

巻号頁・発行日

vol.12, pp.125-136, 1995-12

---

During the 1920s, many Japanese elementary school teachers tried new methods of teaching. There were several innovative approaches in public schools, private schools and attached schools. I knew New Education when I was at Nara Women's University. I grew up in Ehime Prefecture. When I was a high school student, I thought the school curriculum was not integrated. In order to understand the world and in order to find how to live, what kind of curriculum can we make? I have thought this matter during my student life. I had the idea, listening to the lectures about New Education. The teachers who practiced New Education, tried to construct school curriculums according to their practices. I collect the characteristics of New Education in public schools. (1)In the lessons, writing, making, discussing, describing, observating were important. Teachers used these as teaching materials. (2)Teachers started from what they tried to study. Composition and Mathematics in the children lives, making, and so on. (3)Teachers studied to make some groups according to the themes. (4)The principals were leaders of educational practices in the schools of New Education. And the City School Inspectors evaluated the methods of study in innovative schools positively as a way of improving education. (5)New Education declined not because the practices had many problems but because members of the teachers changed. (6)Teachers can make creative educational activities when they can construct the lessons according to their own teaching materials. These characteristics show, in order to educate children, teachers need free feelings, spirits and the sense of fulfillment. I think a good curriculum creates teacher's and children's sense of fulfillment and human dignity.