著者

木原,健太郎

出版者

日本教育社会学会

雑誌

教育社会学研究

巻号頁・発行日

vol.32, 1977-09-30

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In Japan, quality and quantity of knowledge which is expected to be transmitted at school is largely determined by the Official Course of Study. We have examined to what extent pupils are really obtaining the knowledge. This paper summarizes some results of the pupils' scholastic achievement research carried out by the National Institute for Educational Research in 1975. The samples are about 17,000 pupils in the 8th, 9th, and 11th grades in six prefectures. I, as a sociologist, consider that the curriculum content is not always relevant to the social conditions in modern Japanese society. I also think that Japanese teachers are trying to teach as much content as possible. The content of knowledge which is being taught at school, might be relevant in the viewpoint of traditional curriculum. It must not be over looked, however, that some of the content should be reselected and fundamentally revised from the future point of view. Therefore, we cannot reselect and revise the curriculum content only by estimating pupils' achievement in a traditional way. To illustrate these points some of the test problems used in the research are shown.