著者

加藤 一晃 KATO Kazuaki

出版者

名古屋大学大学院教育発達科学研究科

雑誌

名古屋大学大学院教育発達科学研究科紀要. 教育科学 (ISSN:13460307)

巻号頁・発行日

vol.67, no.1, pp.61-75, 2020-09-30

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The aim of this paper is to illustrate the effect of quantitative changes that have occurred in the organization of the Japanese high school curriculum. It is well documented that the educational reforms of the 1980s brought greater diversification to the high school curriculum. Much research has focused on the qualitative changes to the curriculum without equal concentration on the impact of quantitative changes. This paper addresses this overlooked area of research. In the 1980’s, The Japanese Ministry of Education, Culture, Sports, Science and Technology created policies in order to reduce the amount high school students were expected to learn. The number of credits necessary to graduate high school was reduced, as were the standard number of class hours. Subsequently, from the 2000’s, the Ministry of Education policies began to change direction, and an increase in the amount of learning expected was implemented. This research examines to what degree the amount of learning content was affected by these policies. This paper analyzes the Curriculum Organization Survey, conducted by the Ministry of Education, as well as the influence of the international academic assessment test, PISA (Programme for International Student Assessment) conducted by the OECD. The following findings were secured:1. The amount of learning content expected in the 2000’s decreased further than what it had been in the 1980’s.2. In the 2000’s, the amount of learning content imposed during weekdays increased. 3. From 2003, class hours increased overall.4. From the 2000s, non-vocational high schools, whether prestigious schools or not, increased their class hours.In conclusion, class hours for high school students have expanded for a diversity of high schools. Further investigation into the effect that the expansion of class hours has on the overall curriculum of high school is suggested.