著者

天笠 茂

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.24, pp.56-56, 2015 (Released:2017-01-17)

著者

小川 佳万

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.6, pp.101-112, 1997-03-31 (Released:2017-10-17)

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This is an article discussing Yi language problems of school education in China through a case of Zhaojue county in LiangshanYi Autonomous Prefecture. This county has radically changed its position on Yi language after Cultural Revolution. Starting with introducing Yi language as a subject, primary schools adopted it as instruction language. After that secondary schools also became the same as primary schools. These years three higher educational institutions admitted to accepting students who graduated from those schools. It's true that expanding Yi language is obvious, but some people make much more of Han language. It's natural for people supporting Yi Language to insist on dealing with languages equally for "ethnic equality". It's also effective to improve educational quality. Other people support Han language as communication language and as means to success in life. Most favorable schools, so far, use Han language as instruction language and establish Yi language as a subject. Respecting minority cultures at schools in China means respecting minority languages. Han language, in fact, is respected more than Yi language. Therefore diffusing Yi language means diffusing Han language at the same time. The primary purpose of school education in China is to form what is the meaning of "Chinese" and "Chinese" are formed only by education. Han language means "Chinese" language. Yi nationality students who enter universities after having been educated in Yi language for many years need certain abilities of Han language. That's a traditional "Chinese" standard. Chinese Communist Party, however, found from its experiences that diffusing Yi language was effective to form more "Chinese". Although those changes contained not a few limitations, they have positive meaning of expanding the road for Yi nationalities to enter universities from developing areas such as Zhaojue county. They are also first attempts to realise language equality and opportunities to make "Chinese" image changed.

著者

橋崎 頼子 川口 広美

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.31, pp.15-28, 2022 (Released:2023-05-15)

参考文献数

31

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This paper examines a new common framework for citizenship education in Europe, where social integration is pursued in the time of social fragmentation caused by globalization. Our study mainly focuses on “The Reference Framework of Competences for Democratic Culture”, proposed by the Council of Europe in 2018.Through an analysis of three reports on the framework, we identified the following characteristics regarding the content construction and development process. We used the concept of intercultural dialogue as an analytical perspective.In the background of the study, there are two dilemmas in the curriculum development of citizenship education in Europe that previous studies have not focused on. The first is how to include shared values in education while respecting diversity. Education in Europe has emphasized shared values, as they can mediate the chaotic situation over the two world wars and the Cold War. However, it is pointed out that the interpretation of these shared values can be different in different contexts and even contradict the values of each country. The second is how to design a common framework for transnational citizenship education that can guide flexible curriculum making rather than constraining the national curriculum. These dilemmas relate to the larger question of how to mediate respect for diversity and social integration.Interculturalism has focused on educational policy in Europe since around 2010, when multiculturalism was criticized for causing polarization and social fragmentation. Interculturalism emphasizes constructive ideas of culture and identity, individual rights, shared values, and intercultural dialogue. Intercultural competencies, including intercultural dialogue, were proposed by Council of Europe’s educational experts. Critical cultural awareness, which is the ability to critically evaluate perspectives and practices of one’s own and other cultures and countries, is the central concept of intercultural competencies.In the framework, intercultural dialogue was used as a criterion for content selection and as a principle for the development process in order to make it possible to combine respect for diversity with social integration. While shared values are emphasized in competency models and descriptors in the framework as a basis for intercultural dialogue, they are not treated as universal. Instead, they are introduced as something constructed in specific cultural contexts and that can be critically examined and reconstructed in dialogue. In the competency model, values include contradictory concepts, namely “valuing human dignity and human rights” and “valuing cultural diversity,” which is the premise of intercultural dialogue. These concepts can mediate the importance of cultural diversity while respecting the human rights of each individual. Furthermore, the inclusion of “knowledge and critical understanding” as components fosters a critical reflection on one’s own culture.In addition, the framework has been developed through intercultural dialogue between different education stakeholders in member countries. This development process ensures that the framework is comprehensive, transparent and coherent for all concerned, and opens up the possibility of reconsideration. In this way, it can be appreciated that the content and process of preparation, based on intercultural dialogue, attempted to combine respect for diversity with social integration.(View PDF for the rest of the abstract.)

著者

若槻 健

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.20, pp.29-41, 2011-03-31 (Released:2017-10-17)

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This article is a case study describing the nature of the citizenship education which is based on human rights education. In this paper, I would propose that the citizenship education treats not only public problem but also private one and it is grounded on the intimate human relations to enhance each other. It is said that the citizenship education attract us in 1990's when 'privatization' and globalization is proceeding in the world. There are many types of citizenship educations The typology of the citizenship education is below; 1) the opinion that the youth is not concern about public problem and loses moral sense, 2) the opinion that the youth is socially excluded, 3) the opinion that emphasizes the need of participation, 4) the opinion that is based on home economics, 5) the opinion that is based on human rights education. These are characterized on the concept of 'adaptation' / 'change' and 'self-actualization' / 'service'. From the perspectives of human rights education, the citizenship education must cultivate citizens who would shoulder our democratic society where each of us would be recognized their own way of life and be equally respected. It means that the purpose of the citizenship education is to cultivate citizens who participate the process of changing their society for the place where connect people each other. The citizenship education which is based on human rights education pursues all of these purposes. From the practice of K elementary school which is picked up on this paper, I exclaim that 'intimate human relations to enhance each other' are important for the citizenship education which is based on human rights education. These relations warm up children's self esteem and deliver the heart of their community's people, their parents and classmates to their community or broader society. What's more, children would be able to recognize that the social problem is their problem. Children's participation is supported by 'Intimate human relations to enhance each other'. In case the citizenship education lacks 'intimate human relation to enhance each other, the result would be limited to the level of individualistic self-actualization though the self esteem of students would be enhanced. Because they would not be fully interested in social problems or minority people and lack empathy for them, they treat them other people's affairs. 'Intimate human relations to enhance each other' is often regarded as not being related to the private problem but the public one. But it is the private problem that motivates children to participate in society.

著者

石井 英真

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.25, pp.83-89, 2016 (Released:2017-07-18)

参考文献数

11

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In this paper, I first outline the development of competency-based curriculum reform in Japan and summarize both its perceived problems as well as its potential. Next, I raise the following three points aimed at encouraging a positive direction in competency-based curriculum reform.1)Rather than focusing on categories which conceptualize elements of competencies, concentrate instead on the specific and holistic image of a person with competencies.2)While making clear the elements and structure of academic abilities that schools should secure within the limits of what they can do and what they should do, consider how the elements of academic abilities are taught and nurtured in the school curriculum as a whole.3)Give priority to task creation and context setting that naturally give rise to thinking and communication activities, rather than to direct instruction on competencies, such as thinking skills and social skills.In order to realize the positive potentiality of competency-based curriculum reform, it is necessary to make clear the logic behind educational decisions in curriculum research. In this study, having reviewed the theories of R. W. Tyler, Fumio Shiromaru, and Toshio Nakauchi, I draw an outline of the processes in which the various demands on schools from society are reconciled and the contents of common culture are decided upon. This is done from the point of view of the public nature of school education and the historical and institutional constraints upon it.The reform of competency-based education, which is progressing globally, can be seen as the contemporary form of the social functional procedure and the activity analysis procedure. In the reform of competency-based education, while there is debate on the demands from within society such as the influences from the business world and those from democratic civil society, abstract agreement on such conflicts of values is reached at the level of formal abilities. In addition, there are attempts to include the abilities demanded by the adult world directly into the curriculums of schools (skills training and indoctrination). Nevertheless, concerning the development of children’s mental functions and identity formation, it is important to sift through these types of societal demands and to anticipate the development of such competencies through the acquisition of culture and through cultural practices. Therefore, it is important to include cultural learning (cultivation) that promotes the growth of the individual as a human being and to secure learning connected to participation in society. By doing so it becomes possible to nurture the capability to not just conform to and survive in society, but to maintain a sense of one’s place in society, expand the horizons in the way one lives, and to live better in society (general education and creative social control).

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

奥田 眞丈

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.5, pp.11-20, 1996-03-31 (Released:2017-10-17)

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In this article I attempt to summarize the change of the National Course of Study, mainly in the philosophical ideas since World War II. In 1947 when Japanese "New Education" started, they used the word "subjects" or subject contents not "curriculum". This is the result of the Japanese educationists not being able to go out of the Japanese tradition of educational ideas. However, in 1951 they agreed to use the word "curriculum" formally in the governmental documents. As a result, all of the Japanese schools developed two areas, that is, subject area and extra-curricula area. In 1958 the Ministry of Education (Monbusho) lauched National Course of Study of each school stage separately.And Monbusho could make their position stronger than before to the local educational authorities, in addition to the minimum of essencials of the content. In the revision of 1968, Monbusho changed the National Course of Study from the minimum to the standard or average. They recommended to the schools to construct their own curriculum in reference to the National Course of Study. But most Japanese schools did not want to change so much. In 1977 and 1988 Monbusho expected the schools to be more active in building their curricula creatively, while their attitude became more flexible and more open. Therefore, the present National Course of Study has not been very rigid, but ideologically it has still forced schools to show their loyalty and conformity to the nation. However, the long range of the revisional history of the National Course of Study shows the change from the strong power of the government to the flexible attitude of it.

著者

アウティオ テロ 浅沼 茂

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

no.21, pp.105-110, 2012-03-31

著者

柴田 義松

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.1-12, 1992-06-30 (Released:2017-10-17)

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This is retrospective and prospective of my own studies in curriculum for about 40 years, referring to the main current of curriculum studies in Japan.. 1) My experiences of school education before the end of the second world war. 2) The days of beginning to study pedagogy(1949〜1954). The fresh academic atmosphere of the new born education department, The University of Nagoya. 3) The days of pursuing educational science(1954〜1965). a) Studies of Ushinsky' pedagogical anthropology. b) Studies of Vygotsky' psychology and Soviet pedagogy, c) Studies of the modernization of science education. 4) The days of studying in didactics(1965〜1975). Studies of teaching methods of Saito Kihaku and other educators. 5) The days of studies in curriculum and teacher education (1975〜) a) Studies of Japanese school curriculum after the "modernization". b) Studies of curriculum of teaching Japanese language and literature, c) Studies of curriculum of teacher education and teaching practices. d) Studies of curriculum of "learning how to learn".

著者

佐藤 英二

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.10, pp.17-29, 2001-03-31 (Released:2017-10-17)

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This paper examines the mathematics education of secondary schools in wartime, 1940-1945, by comparing the authorized textbooks on the syllabus of teaching issued in 1942 with those in 1931. The features of mathematics education in wartime were as follows. Firstly, the textbooks in wartime contained a number of topics in which mathematical symbols described the natural and social world. But these sorts of topics had been already appeared in textbooks before. In the Perry movement many educators insisted to link mathematics to the natural and social sciences, so its influence effected on mathematics education in wartime. Secondly, however, the textbooks in wartime were filled with another type of topics to optimize solutions and make rational designs. These topics were absent from previous textbooks. The authors of the textbooks in wartime attached importance to the topics of optimization not only in the differential of functions, but in all the content of mathematics of secondary schools. Thirdly, the topics in the textbooks in wartime were organized in such a systematic way as to present students the efficacy of mathematics for problem solving in real situation. A series of exercises in the textbooks was set up on an assumption that students would have some experience in getting more precise solutions without pains by means of more complicated conception of mathematics. Lastly, before the wartime, mathematics textbooks had adopted a classical style, in which typical exercises and their answers occupied most of pages of a textbook. But in wartime, this style of arranging textbooks changed into a workbook style. The writers of them expected that students should discover some relations and conceptions of mathematics, rather than imitate the paradigmatic answers. For example, making a maximum box in capacity from a square paper, students learned such conceptions as the differential of the cubic functions. But this change of the textbooks has been over-exaggerated until now. In fact, the textbooks in workbook style were already written and published by the teachers in the middle school attached to Hiroshima Higher Normal School in 1930's. The mathematics education in wartime was shaped through a radical movement that was started by Kinnosuke Ogura, a mathematician, and flourished at Hiroshima Higher Normal School under his influence. Hiroshima Higher Normal School stood out of the center of the 1920s' Perry movement, but leaded a new trend of mathematics education in the late of 1930's. The education in wartime in general has been characterized as fanatical nationalism, and the nationalism has been recognized as contents about the national flag or weapons in the textbooks. But in mathematics education, this character at wartime emerged according to a thought of technocracy. The wartime was the first time for secondary school students to learn conception of probability. They learned it by finding the probability that babies would die in a year.

著者

西岡 加名恵

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.14, pp.15-29, 2005-03-31 (Released:2017-10-17)

被引用文献数

2

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This paper aims to describe in detail the theory of "backward design" advocated by Grant Wiggins and Jay McTighe. They maintain that the process of curriculum development should follow these three stages: (1) to "identify desired results", (2) to "determine acceptable evidence" that shows whether those desired results are achieved, and (3) to "plan learning experiences and instruction". This paper examines the significant points and remaining issues to be discussed in the theory. Stage 1 is to clarify desired results, taking into consideration content standards, regional topic opportunities and teacher expertise and interest. At this stage, the object is to establish curricular priorities. There are three levels of importance: (1) "enduring" understanding, which should remain for the rest of the student's life, (2) important to know and do, and (3) worth being familiar with. For Wiggins and McTighe, "To understand a topic or subject is to use knowledge and skill in sophisticated, flexible ways". They identify six facets of understanding: explanation, interpretation, application, perspective, empathy, and self-knowledge. In order to establish curricular priorities, four filters are to be used: enduring (i.e. representing "big ideas"), at the heart of the discipline, needing uncoverage (i.e. students tend to have misconceptions), and potentially engaging. They also put importance on "essential" questions as the "doorways to understanding". There are two kinds of "essential" questions: overarching "essential" questions; and "essential" and "unit" questions. Stage 2 is to determine acceptable evidence that shows the desired results are being achieved. Wiggins and McTighe argue that it is necessary to use performance tasks and projects in order to assess and promote "enduring" understanding. They make much of assessment methods in which students demonstrate the six facets of understanding. They also say that recurring tasks and longitudinal rubrics should be used in order to assess students' understanding of "big ideas". Stage 3 is to plan learning experiences and instruction, where also the six facets of understanding should be embedded. In order to design good learning experiences and instruction, Wiggins and McTighe suggest design guidelines and self-assessment criteria summarized in the acronym WHERETO. The acronym WHERETO stands for where we are going, hook student interest, equip the student, give opportunities to rethink, self-evaluation, tailor learning to various needs, organize and sequence the learning. Those three stages are to be used at both micro and macro levels of curriculum development. They believe that a focus on units (micro design) is helpful to build more robust and high-quality curricula. But the process of "backward design" also has elements which promote consistency between units and a curriculum as a whole (macro design). Such elements include a nesting structure of essential questions, recurring tasks and longitudinal rubrics. The theory of "backward design" represents a sophisticated version of Tyler Rationale, and it is significant in that it integrates various good ideas on curriculum theory. It makes use of new ideas from research on assessment, such as performance tasks and rubrics. By clarifying the relationship between objectives and various assessment methods, the depth of understanding which should be achieved is clearly defined. The six facets of understanding are useful in designing a curriculum that promotes "enduring" understanding. To build a curriculum around "essential questions" is the key strategy to bring "big ideas" into focus. (View PDF for the rest of the abstract.)

著者

根津 朋実 井上 正允 田中 統治

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.13, pp.107-120, 2004-03-31 (Released:2017-10-17)

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This is a case study on a six-year secondary school in Japan, aimed to clarify the function of leadership development within its school festival, especially "Music Festival" that has been done since about 40 years ago. In Japan, there is little study that focus on extra-curricular activities of six-year secondary school. Because the school, called "Chu-Kou-Ikkan-Kou" (in Japanese), is not popular so much in secondary education, though it has been increased little by little within these 5 years. We approached this important research question by case study method, using teacher records, school newspaper, participant observation, and informal interview. In this case, the school, attached to Univ. and boys 6year secondary has almost 50 years history and practice; above all, it has produced a lot of leaders in many fields. The academic achievement of its student is one of the highest in Japan, but we focused on its extra-curricular activities, not academic curriculum, since high academic achievement does not assure student's matured personality at all. We found three facts. (1) The extra-curricular activities of the school has two dimensions of articulation between junior- and senior- high, one is "smoothing" and the other "separating". These dimensions also can be seen in academic curriculum. (2) "Music Festival" has a function as "initiation", especially on junior-high students. (3) The festival has a judgment system with some professional musicians from outside the school. About leadership development, our results are following: a) The school orders each class to elect many leaders. In case of "Music Festival", including conductor, piano player, and committee, b) Many students have experienced some activities as leaders, and then they come to learn that "To be a leader is too difficult without followers". After "Music Festival", they feel like this seriously, and notice the importance of cooperation with other classmates, c) 12-18 years students work hard together for "Music Festival", and their performances of chorus are shown on the same one stage. It represents the range of development strongly to students' mind, especially of junior-high. They become to see high-school student as their "role model" through the festival.

著者

植松 千喜

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.27, pp.1-13, 2018 (Released:2019-05-29)

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The purpose of this paper is to examine Jacob Neumann’s critical pedagogy theory. In North America, critical pedagogy is led by two scholars―Michael Apple and Henry Giroux. Giroux is especially famous as a successor to Paulo Freire, and there are some studies on Giroux in Japan. However, interpretations of Freire which are different from Giroux’s one have not yet received proper consideration in Japan. Therefore, this paper focuses on the critical pedagogy theory of Neumann, whose arguments are distinctively interpretations of Freire.Neumann points out that critical pedagogy’s main dilemma is to reconcile one aspect as political activity with students’ intellectual freedom in classrooms through criticism against Bill Bigelow’s classroom practice. As a result, it can be seen from Neumann’s critical pedagogy theory that there are two major attitudes: (1) a positive attitude toward the practice which is inquired by teacher and student dialog, (2) a respectful attitude towards the everyday efforts by teachers combined with an affirmative attitude toward the change in teachers’ everyday slight practices.Neumann focuses on “generative themes,” particularly in Freire’s practices, which he interprets as a process that involves teachers’ and students’ commitment to learning together through the medium of the world. Also, Neumann considers Freire’s theory and practice to be limited by the situation, apolitical, and to be opened to different discourses in a book-review article addressed to a book written by Peter Roberts who is researcher of Freire.His attitude toward critical pedagogy and his interpretation of Freire are not aimed at the realization of radical political goals, but at respectful changes in teachers’ everyday slight practices and students’ intellectual freedoms. In this, his attitude is different from that of Giroux. Neumann thinks that teachers can put critical pedagogy into practice through their individual beliefs and knowledge, even though they may be limited by their circumstances.As mentioned above, Neumann’s argument demonstrates a practical strategy for critical pedagogy that teachers who don’t adopt a radical belief which is similar to critical pedagogy scholars can struggle jointly. Critical pedagogy, which aims for a world in which diverse people can view one another positively, is contradictory if it does not consider teachers who are not “leftist” and students who are not politically active. Critical pedagogy needs to clear up this contradiction in order to change society toward its goal.

著者

石井 英真

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.18, pp.59-71, 2009-03-31 (Released:2017-10-17)

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This paper is an article about the development of the theory of educational objectives in America. In the 1940s, R.W. Tyler advocated that educational objectives should be clarified at the beginning of curriculum design. These educational objectives can then function as criteria for the choice and organization of materials and learning experiences and as criteria for curriculum evaluation. Furthermore, Tyler proposed that educational objectives should be clarified in terms of both content and behavioral aspect: this became known as the theory of behavioral objectives. In 1956, B.S. Bloom developed the taxonomy of educational objectives which classified the behavioral aspect of educational objectives. The theory of behavioral objectives and Bloom's Taxonomy facilitated the development of rational scientific curriculum design in the 1960s. In the 1980s, the standards movement developed, and new theories and technology to assess higher-order thinking, such as performance assessment, authentic assessment, performance tasks, rubrics, and portfolios, were proposed. In the 1990s, many programs of unit design for the deep understanding of content standards were developed. And Bloom's Taxonomy was revised in 2001. This paper examines the development of the new theory of educational objectives and assessment after the 1980s. It particularly attempts to elucidate the difference between the theory of behavioral objectives and of performance assessment in the way of clarifying intended learning outcomes. Firstly, this paper discusses two approaches to setting behavioral objectives: that of educational engineering which describes objectives in a specific way, and that of Bloom and his associates who describe objectives in a more general way. Secondly, this paper examines the theory of authentic assessment advocated by G. Wiggins. And it clarifies the methodology of setting educational objectives in performance assessment through comparison with the theory of behavioral objectives. In performance assessment, educational objectives are clarified as both examples and qualitative descriptions of the proficiency of student performance. Such educational objectives as student performance function as models which can lead to creative teaching and thoughtful learning, and prevent teachers from using a check list approach to accomplish instructional objectives. Finally, three frameworks which clarify and classify the competences behind student performance are examined. These are (1) the Revised Taxonomy developed by L.W. Anderson, (2) the Dimensions of Learning developed by R.J. Marzano, and (3) the Structure of Knowledge in Understanding by Design developed by Wiggins. Recently, in most curriculum design frameworks and standards documents, the development of student performance has been described as interaction between the development of knowledge and understanding, and the development of skills, and each strand is described concretely in a spiral manner. The form of behavioral objectives is not effective to foster higher-order thinking, and performance assessment needs a new approach to setting educational objectives.

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

寺田 佳孝

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.26, pp.55-68, 2017 (Released:2018-08-03)

参考文献数

25

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In recent years, long working hours and unstable employment have emerged as serious problems in Japan, and criticism is directed at the “black companies”. In these circumstances, debates have regularly occurred regarding the type of education necessary for preparing the youth to develop desirable working lives in the future. Therefore, this paper focuses on Germany, which is internationally regarded as having high-class work environment standards and workers’ rights. It analyzes the study of labor and employment in political education (Politische Bildung: equivalent to Japanese social studies) and explores educational goals, learning content, and competency to be acquired.German political education theory places foremost emphasis on human rights ideas under basic law (Grundgesetz) and the significance of democracy associated with the development of these rights. Therefore, it aims to achieve “learning democracy competency”. Economic learning also reviews problems with existing economic systems and policies while aiming to acquire competency to take action voluntarily.The political education of the state of North Rhine-Westphalia (Nordrhein-Westfalen), well-known for its innovative educational activities, also reflects this position. In the subject “Social Science (Sozialwissenschaften)”, which addresses political and economic problems in this state’s latter-stage secondary education, seven fields of study are included (market economy, political structure, individuals and society, economic policy, the European Union, social inequality, and international politics) under the aim of fostering democracy competency. Four competencies, acquiring knowledge, understanding, judgment, and action, are established as those to be learned through these seven fields. Study of labor and employment issues is also implemented within this framework. Early-stage secondary education’s political and economic subjects deal with labor concepts, labor laws and systems, and systems of social change. The social science subject in the latter-stage secondary education covers more complex labor and employment issues such as labor agreements, working hours legislation, labor negotiations, and wage policies. This aforementioned curriculum presents a consistent view of pursuing “labor quality” from the human rights perspective under basic law. Lesson development also mainly comprises resource materials and assignments and is intended to develop learners’ judgment abilities and cultivate personal opinion.Regarding Japan, the course of study for social studies stipulates that the subject is supposed to emphasize human rights and address labor and employment issues. In contrast, textbook explanations are dictionary-like and tasks pertaining to learners’ acquiring competencies are unclear. Therefore, by using the concept of competency with reference to the German example, it is expected that the competencies to be acquired by learners can be clarified and actual classroom situations and textbook structure can be reformulated. However, a more fundamental issue is that it is necessary for each individual to seriously and specifically reconsider the kind of life/society they want to create in terms of values addressed through education such as human rights, democracy, and behavior and whether this reflection is consistent with the reality of educational activities.

著者

木原 俊行 矢野 裕俊 森 久佳 廣瀬 真琴

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.22, pp.1-14, 2013-03-31 (Released:2017-10-17)

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The concept of "leadership" is currently regarded as one of the most important ideas for School-Based Curriculum Development (SBCD). Based on the prevailing trend of SBCD, the authors have been paying attention to the theories and practices of curriculum leadership. Besides, the authors have tried to clarify the relationships between curriculum leadership and Professional Learning Community, which is a conceptual framework of teacher development. In the research, it revealed that the teachers who play a key role of coordinating SBCD in individual schools, so called "leading teachers," have few opportunities to learn the theories on and practices for curriculum development as professionals engaged in it. In order for the teachers to cope with the problem, the authors developed a self-learning tool with which leading teachers are able to get knowledge about SBCD from a professional's perspective. It was the handbook titled "Handbook for the leading teachers in charge of School-Based Curriculum Development: to learn theories on and practices for it" (The Handbook). In Japan, teacher leaders have a great chance to demonstrate their initiative in SBCD. The Handbook is designed for them to link its contents with the practices at their own schools. The Handbook mentioned above consists of the following 7 chapters; Chapter1: Theories on and models of curriculum development Chapter2: Practical trends of curriculum development Chapter3: Excellent cases of curriculum practices in Japan Chapter4: Exercise for decision-making in the process of curriculum practices Chapter5: Reflection on the curriculum practices of your school Chapter6: Important references for curriculum development Chapter7: Recommendations for further studies on curriculum development These chapters were constructed based on the requirements as follows; 1) Leading teachers can learn both academic theories on and practices for curriculum development in balance. In addition, they can understand the theories in relation to the practices. 2) Leading teachers can learn the practices based on curriculum leadership deeply. 3) Readers (leading teachers) are provided the tool for evaluation with which they can reflect their own curriculum practices. 4) Leading teachers are encouraged to learn more and more on curriculum practices. In order to improve the handbook with the use for curriculum development in view, the authors asked 22 leading teachers for SBCD (including the persons who had the same experiences in the past) as participants to evaluate the validity of the contents and the practical usefulness and so on of The Handbook in April 2012. The authors used two kinds of method for evaluation. One is asking 4-scale rating on 4 items. They are as follows; 1. Good for learning curriculum and curriculum development deeply 2. Suitable for clarifying the actions of leading teachers for SBCD 3. Useful for grasping the state of affairs on curriculum practices in your own school 4. Helpful for understanding how to develop curriculum practices of your own school The other method is asking free comments on 5 questions about the good and bad points of The Handbook, its originalities and so forth. Judging from the respondents' evaluation, The Handbook by and large achieved its aim of providing a tool for leading teachers to learn curriculum development theoretically and practically, indicating that it satisfied the first three of the four requirements; balancing theories and practical cases, devising to deepen learning, functioning as an evaluation tool for reflection, encouraging further learning. However, the fourth requirement proved to be satisfied insufficiently. It is concluded that The Handbook contributed leading teachers' knowledge-based learning and that it did not cover their practical and reflective learning for problem-solving,(View PDF for the rest of the abstract.)

著者

新井 孝喜

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.3, pp.27-38, 1994-03-30 (Released:2017-10-17)

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The purpose of this paper is to clarify the formation of curricula for the object lessons in the elememtary school attached to Tokyo Higher Normal School (Koshi-Husho) in the Taisho Era. In the latter Meiji era, Koshi-Husho provided the subject for the lower grades which was called "Jinjo Shougaku Chiri Rekishi Rika" (an integrated curriculum geography, history, and nature study). The subject put emphasis on the observation and the activity of the children. In the Taisho era, in 1912, the subject called "Kyodo-ka" (Community Study), and also the contents was changed. I will examine the formation of this subject by focusing on the contents. In conclusion, the Community Study was divided into the Nature Study in the Lower Grades and "Kyodo-Chiri" (geography of the community). And the contents of "Object Lesson" in Taisho 13 (1924) were restricted within the subject matter of the natural science. The contents are as follows. 1. The subject of this study 2. The principles and contents of Community Study in 1912 3. The formation of "object lesson" in the Taisho Era 4. The principles and contents of Nature Study in Lower Grades 5. Conclusion

著者

根津 朋実 井上 正允 田中 統治

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.13, pp.107-120, 2004

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This is a case study on a six-year secondary school in Japan, aimed to clarify the function of leadership development within its school festival, especially "Music Festival" that has been done since about 40 years ago. In Japan, there is little study that focus on extra-curricular activities of six-year secondary school. Because the school, called "Chu-Kou-Ikkan-Kou" (in Japanese), is not popular so much in secondary education, though it has been increased little by little within these 5 years. We approached this important research question by case study method, using teacher records, school newspaper, participant observation, and informal interview. In this case, the school, attached to Univ. and boys 6year secondary has almost 50 years history and practice; above all, it has produced a lot of leaders in many fields. The academic achievement of its student is one of the highest in Japan, but we focused on its extra-curricular activities, not academic curriculum, since high academic achievement does not assure student's matured personality at all. We found three facts. (1) The extra-curricular activities of the school has two dimensions of articulation between junior- and senior- high, one is "smoothing" and the other "separating". These dimensions also can be seen in academic curriculum. (2) "Music Festival" has a function as "initiation", especially on junior-high students. (3) The festival has a judgment system with some professional musicians from outside the school. About leadership development, our results are following: a) The school orders each class to elect many leaders. In case of "Music Festival", including conductor, piano player, and committee, b) Many students have experienced some activities as leaders, and then they come to learn that "To be a leader is too difficult without followers". After "Music Festival", they feel like this seriously, and notice the importance of cooperation with other classmates, c) 12-18 years students work hard together for "Music Festival", and their performances of chorus are shown on the same one stage. It represents the range of development strongly to students' mind, especially of junior-high. They become to see high-school student as their "role model" through the festival.

著者

野木森 三和子

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.14, pp.59-73, 2005-03-31 (Released:2017-10-17)

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The purpose of this paper is not a mere introduction of the philosophy or the practice of multicultural education, as often seen. Today in Japan, multicultural education generally tends to be thought as being similar to education for international understanding, a practice for understanding the different cultures. However, the practice of multicultural education has a possibility of reforming the substantial concept of education itself, instead of just emphasizing on the issues of race and ethnicity. Its philosophy and essence can bring a fundamental reform to the daily educational practice in many classrooms of the schools in Japan, in such fields as integrated study education, social studies, language education, etc. Also it can inspire the incorporation of at least three following important elements to the educational philosophy in Japan. First, the creation of the new culture caused by the confrontation to foreignness. Second, the objectification of oneself based on the ability of analyzing the information. And third, the academic achievement based on the concept learning. It is the purpose of this research, unlike the conventional research, to investigate the principle of multicultural education standing on the hypothesis mentioned above. The goal of the practice of multicultural education in the United States is the co-living of the various individuals, each of them maintaining their cultural identity at the same time. Therefore it can be mentioned as a practice for fostering "the competence to live" in this modern society, continuing to become more diverse, more complicated. And there it can be found not only the understanding of the different cultures but the basic elements of the character formation, such as extension of one's self-respect, acquisition of the objective grasp of oneself, development in understanding and considering for others, and fostering the broad social awareness. From the point of view as mentioned above, this paper verifies the practice of multicultural education, based on the positive data collected by the writer's own fieldwork. And it can be said as a result that the actual development of the children was seen to a considerable extent in the five developmental territories (self-grasping, respect for others, social awareness, information analysis, and academic achievement). Also, "marginality" in two different meanings can be considered as the extremely important elements of this educational practice: first, to recognize oneself as a marginal man, and second, the marginal conditions of the educational environment.