著者

有本 昌弘

出版者

日本カリキュラム学会

雑誌

カリキュラム研究 (ISSN:0918354X)

巻号頁・発行日

vol.1, pp.75-86, 1992

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"Kasuga-Machi Plan" which was the most important core curriculum in the 0950s was incorporated to refine a new subject "Seikatuka". Although today's educational practices are viewed as separate from those practices of the 1950s, results from a survey of modern teaching practices show a great deal of continuity from previous teaching practices. By re-evaluating the whole-school curriculum components, we insure that we continue to be successful in this area.

著者

藤井 茂樹 有本 昌弘

出版者

東北大学大学院教育学研究科

雑誌

東北大学大学院教育学研究科研究年報 = Annual Report Graduate School of Education, Tohoku University (ISSN:13465740)

巻号頁・発行日

vol.69, no.1, pp.133-153, 2020-12-22

著者

有本 昌弘

出版者

日本カリキュラム学会

雑誌

カリキュラム研究 (ISSN:0918354X)

巻号頁・発行日

vol.2, pp.37-50, 1993-03-30 (Released:2017-10-17)

被引用文献数

1

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As a solution for problems with which curriculum policy and practices in Japan are faced, the author showed the working hypohesis as follows : 'It will serve to future curriculum improvement to review the factors of educational media and space use in schools.' The author developed "the checklist to diagnose schools' research" which was produced through our participant observation in pilot schools for a decade. I named this checklist METIO from the abbreviation of components (1. Media 2. Equipment 3. Timetables 4. Instruction and 5. Organization). These five categories determined are comprehensive as follows . First, Media and Equipment (ME)- is the key to curriculum improvement whether the plural teaching methods using various media and equipment can be adopted in the case of thinking a continuum of reception and discovery methods of instruction. Second, Timetable (T)- is the key to curriculum improvement whether the timetable can be made flexible for various learning activities and teachers' training. Third, Instructional Organization (I)- is the key to curriculum improvement, whether school staff can be reorganized for instructional effective evaluation. Fourth, Organization (O)- is the key to curriculum improvement, whether a school organization can be reorganaized for a climate conductive to learning and enhance the school staff, including parental and community involvement and support. In comparison with the other system KSUR by ILEA (1977), I referred to this system as focusing on curriculum improvement (school research themes, e.g. individualized education, media education and an integrated curriculum etc.). I put into practice the case study in Japan with descriptions according to the Stake's description matrix (1967). The problem remaining is to reassure the validity of judgements by total diagnosis based on this system. I insist that such an assessment is indispensable in our future School Improvement through School Based Curriculum Development (SBCD).

著者

高浦 勝義 河合 久 有本 昌弘 清水 克彦 松尾 知明 山森 光陽

出版者

国立教育政策研究所

雑誌

基盤研究(B)

巻号頁・発行日

2002

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本研究では、従来の標準テストに代わる新たな評価法としてのポートフォリオ評価(portfolio assessment)に着目し、その理論的検討を行うとともに実践レベルにおける具体化方策を探ることを目的にした。その結果、理論面においては、問題解決評価観なる新たな評価観を提唱し、このもとで(1)指導と評価の一体化、(2)自己学習力の向上及び、(3)保護者等外部への説明責任に向けた評価という3つの評価のねらいを同時に、かつ統一的に実現するための基本モデルを開発した。また、実践レベルにおいては、これら(1)〜(3)の基本モデルの具体化のために、公立小・中学校からの研究協力を得ながら、すべての教科、道徳、特別活動において「生きる力」より導かれた評価の4観点(「関心・意欲・態度」「思考・判断」「技能・表現」「知識・理解」)を基にルーブリック(rubric)を含む単元指導計画を作成するとともに、授業と評価の実際に取り組んだ。