著者

森田 正信

出版者

京都大学学際融合教育研究推進センター地域連携教育研究推進ユニット

雑誌

地域連携教育研究 = Journal of education and research for regional alliances (ISSN:24332356)

巻号頁・発行日

vol.2, pp.15-24, 2018-02

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In Japan, the school system is supposed to be centralized and uniformed nationwide, based on the national laws and rules such as the Courses of Study. However, the actual school culture in which students and teachers are experiencing in daily lives is considerably different from region to region. It can be said to have rich diversity in terms of locality and historicity. This paper shows various examples of such local school culture in the aspects of subject teaching, extra-curricular activities, educational environment and student guidance. They include the variety of the class styles, teaching of local historic heroes, physical education, school lunch, athletic festivals, school trips, school ceremonies such as graduation ceremonies, school songs, schoolrooms, schoolyards, school uniforms, and belongings at school, etc. Through this introduction, we can discover that some of them are from Dutch words, probably because of the influence of the national isolation policy (Sakoku) of the Edo Period. We also recognize that some of the school cultures are originated in the style of the army, which were introduced under the policy of Meiji government to enrich the country and strengthen the military power. In addition, we know that regional dialects play a part in forming unique school culture. These regional school cultures are now being homogenized in the information age. Some of the school cultures which were created under the environment of the pre-war era are now inevitably being changed and modernized. Even so, many of them will still continue to take root into each region and it is meaningful to study the history and backgrounds of such school cultures in order to understand the characteristics of Japanese school education.

著者

西川 潤

出版者

京都大学学際融合教育研究推進センター地域連携教育研究推進ユニット

雑誌

地域連携教育研究 = Journal of Education and Research for Regional Alliances (ISSN:24332356)

巻号頁・発行日

vol.3, pp.108-114, 2018-09-30

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In Japan, there are moves to implement and disseminate Advanced Placement by the college board. The Japanese government is also beginning to consider creating similar programs and the system which high school students acquire college credits is drawing attention. However, there are cases where the accelerated learning system, which is a general name for such systems, and Advanced Placement which is only one of its forms are being confused, causing inaccurate understanding. Considering this situation, this paper aims to clarify the relative features of Advanced Placement by grasping the types of accelerated learning system in the U.S. and Japan. As a result, the existing accelerated learning system in Japan was able to be understood by two axes: (1) "Open-Closed, " (2) "overseas oriented (studying abroad)-domestic oriented." Advanced Placement belongs to "Open-overseas oriented" and draws a clear line from the existing system that is domestic oriented. Through this analysis, it reconfirmed the importance of not looking at all of the accelerated learning systems as similar cases, but classifying and understanding them separately.

著者

西川 潤

出版者

京都大学学際融合教育研究推進センター地域連携教育研究推進ユニット

雑誌

地域連携教育研究 = Journal of education and research for regional alliances (ISSN:24332356)

巻号頁・発行日

vol.3, pp.108-114, 2018-09

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In Japan, there are moves to implement and disseminate Advanced Placement by the college board. The Japanese government is also beginning to consider creating similar programs and the system which high school students acquire college credits is drawing attention. However, there are cases where the accelerated learning system, which is a general name for such systems, and Advanced Placement which is only one of its forms are being confused, causing inaccurate understanding. Considering this situation, this paper aims to clarify the relative features of Advanced Placement by grasping the types of accelerated learning system in the U.S. and Japan. As a result, the existing accelerated learning system in Japan was able to be understood by two axes: (1) "Open-Closed, " (2) "overseas oriented (studying abroad)-domestic oriented." Advanced Placement belongs to "Open-overseas oriented" and draws a clear line from the existing system that is domestic oriented. Through this analysis, it reconfirmed the importance of not looking at all of the accelerated learning systems as similar cases, but classifying and understanding them separately.

著者

西川 潤

出版者

京都大学学際融合教育研究推進センター地域連携教育研究推進ユニット

雑誌

地域連携教育研究 = Journal of Education and Research for Regional Alliances (ISSN:24332356)

巻号頁・発行日

vol.4, pp.121-127, 2019-04-30

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In the trend of globalization, a movement to implement Advanced Placement(AP) to high schools in Japan has started. Based on this situation, this paper introduces the detailed process of actually implementing AP. The implementation of AP consists of the following seven steps. (1) selection of subjects, (2) designating AP teachers, (3) recruitment and registration of students, (4) acquisition of teaching materials, (5) preparation for syllabus audit, (6) participation in AP teacher training, (7) Set up AP subjects. In addition, in order to conduct the AP exam mandatory for college credits, schools must appoint an AP coordinator. The coordinator is responsible for all works related to the exams including contact with the College Board and collection of exam fees. Since these systems are based on high schools in North America, when implementing them to Japan, differences in school systems, retaining and training AP teachers, and subject choosing could lead to problems. It is important to solve these problems to succeed in implementing AP.

著者

西川 潤

出版者

京都大学学際融合教育研究推進センター地域連携教育研究推進ユニット

雑誌

地域連携教育研究 = Journal of Education and Research for Regional Alliances (ISSN:24332356)

巻号頁・発行日

vol.1, pp.83-95, 2017-09-30

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In recent years, as the smooth articulation of educational stages have been emphasized, kindergartens are required to strengthen their connection with primary schools. Some investigations suggest that although the importance of the articulation is recognized, the ambiguity of the idea makes the degree of implementation at kindergartens insufficient. While the elimination of the Grade 1 problem is in urgent need, the progress of "the articulation of learning" is relatively lagging. Some parents want early education and many kindergartens seem to have failed to explain the intention and sustainable effects of their childcare. In this paper, I compare the content of the Course of study for Kindergarten with the HighScope preschool Curriculum and point out that its goal setting lacks concreteness, making the consistency of learning between kindergartens and primary schools difficult to understand. HighScope curriculum align its contents according to the subjects of elementary and secondary education, but the idea itself has little discord with Japanese value since it considers the free play of children to be important. In conclusion, it is effective for the Japanese curriculum to appropriately incorporate the elements of the subjects centered curriculum without being bound by the experience centered curriculum.

著者

江上 直樹

出版者

京都大学学際融合教育研究推進センター地域連携教育研究推進ユニット

雑誌

地域連携教育研究 = Journal of Education and Research for Regional Alliances (ISSN:24332356)

巻号頁・発行日

vol.3, pp.87-93, 2018-09-30

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In recent years, the importance of cooperation with schools and local communities has increased and how colleges cooperate with local primary/secondary schools became one of the points of issue. However, many of the studies on cooperation between colleges and primary/secondary schools are case reports and it is difficult to say that current status and issues of cooperation between them are summarized. This study considered whether or not "meta-study of qualitative research" is effective for the summarization of current status and issues of cooperation between colleges and secondary schools. A result of this study using "meta-study of qualitative research" showed that it was important for colleges to have open contact for consultation and to structure organizations for cooperation with local communities. On the other hand, there were some problems in the number of cases and the ways the evaluation criteria were set to apply "meta-study of qualitative research" to studies on cooperation between colleges and secondary schools. To make more detailed analyses, the study needs to reconsider the research theme to secure the number of cases or collect cases not only from on-line databases but also through interview surveys.