著者

佐々木 享 SASAKI Susumu

出版者

名古屋大学教育学部技術職業教育学研究室

雑誌

職業と技術の教育学 (ISSN:13442627)

巻号頁・発行日

vol.17, pp.1-6, 2006-03

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国立情報学研究所で電子化したコンテンツを使用している。

著者

佐々木 享 SASAKI Susumu

出版者

名古屋大学教育学部技術職業教育学研究室

雑誌

職業と技術の教育学 (ISSN:13442627)

巻号頁・発行日

vol.17, pp.1-6, 2006-03 (Released:2006-06-09)

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国立情報学研究所で電子化したコンテンツを使用している。

著者

伊藤 一雄 ITO Kazuo

出版者

名古屋大学教育学部技術職業教育学研究室

雑誌

職業と技術の教育学 (ISSN:13442627)

巻号頁・発行日

vol.14, pp.19-31, 2001-03-30

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The purpose of this study is to clarify some factors connected with careers and works of technical high school teachers. What is made clear are as follows. 1) We investigated how many careers had technical high school teachers experienced. Technical course teachers have experience in many works than general course teachers. Also most of them graduated technical high schools. 2) We defined a concept of technical high school teacher from a viewpoint of teacher's career. 3) We analyzed some subjects which are tought at technical high schools. What is important is how technical high school teachers teach practical exercise to their students. From mentioned above, we proposed improvements of technical teacher's training.

著者

永田 萬享 NAGATA Kazuyuki

出版者

名古屋大学教育学部技術職業教育学研究室

雑誌

職業と技術の教育学 (ISSN:13442627)

巻号頁・発行日

vol.11, pp.17-34, 1998-03-25 (Released:2006-01-05)

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When we discuss about japanese style of management in relation to labour process, we take into consideration of automobile industry as a model of processing and assembling industry. Work in automobile industry is divided into line work and maintenance work. The former is intensive and monotonous work which doesn't need intellectual judgments. The latter is brain work which needs scientific knowledges about computer control, electricity and electronics. Since 1988,Polytechnic Colleges within enterprise for authorized vocational training have been established by some companies to meet their demands for technicians and they have trained technicians. Aim of Polytechnic Colleges is to develop personnel who can understand theory, manufacture products, and behave most appropriately in each situation within a two-year period. In the 1st year, emphasis is placed on learning the basics of electrical engineering, electronic engineering, microcomputer control, mechanical engineering, etc. From the 2nd year, students take more practically oriented classes, such as electromechanics, and also work on the development of a specified project. Projects for application and development are chosen to match the students' future area of activity. Those who make a special study of electronics course are arranged into research and development department, trial production department. On the other hand, those who make a special study of mechatoronics course are arranged into improvement group or maintenance group of production department.

著者

寺田 盛紀 TERADA Moriki

出版者

名古屋大学教育学部技術職業教育学研究室

雑誌

職業と技術の教育学 (ISSN:13442627)

巻号頁・発行日

vol.15, pp.83-111, 2002-04-30 (Released:2006-01-05)

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In this paper, I try to clarify the historical characteristic of the practical learning in enterprises, so called Japanese "internship", which was introduced into the revised course of study for Upper Secondary Schools in 1999,through empirical and qualitative analyses of its developmental process. I make ready five conceptual apparatuses for my analyses and interpretations concerning each change at each stage. They are as the following. 1) educational goal and contents of some or total course, 2) demographic aspect, especially in the number of students at the vocational courses, 3) situations of student recruitment and employment, 4) facilities and equipment for practical leaning within schools, 5) developmental situation of students as total, at upper secondary level. I can point out the following three conclusions through my investigations. First, following strictly descriptions on eight courses of study after 1947,it is possible to divide into four developmental stages for practical learning. 1) At the first stage, from the first course of study in 1947 to the second revised one in 1956 (operative till 1962), it was positioned as a part of vocational courses. 2) The second stage which restricted practical learning in enterprise in some pedagogical points, but recommended it as a meaningful learning method for part time vocational students, ran from revised curriculum 1960 (operative from 1963) to 1970 (till 1982). The third period had succeeded till the newest revised course of study made in 1999,since 1978. It had tried to introduce the work experience learning (called as "Kinro Taiken Gakushu" in Japanese) into all senior high schools. The final stage is the present one after revised program in 1999 that involves a little more positive work experience, and as starts from next year as "internship learning" in Anglo-American sense. On the other hand, the development of practical learning in enterprises at course of study doesn't always coincide with the process of changes at the substantial level. 1) The first stage coincided with each other, but the second stage had a origin in the revised Law of School Education in 1961 and is named as a "Japanese Dual System" by me. 2) The second stage, "Japanese Dual System", was applied only to part time vocational students, moreover there were few results concerning the practical learning outside schools till revised course of study 1978 was made. 3) Therefore we can dare to add the third stage as a vacant one. 4) The fourth stage had succeeded since 1978 till 1999 (2003) and had been taking two styles for practical learning in enterprise, one was the work experience for all high school students, especially in general courses, the other was praxis in industry for vocational courses. 5) Of course, today after revised course of study 1999,we are confronted with realization of "internship" for career education. Now I try to point out more meaningful factors that influenced developments and changes of practical learning outside school. 1) Regarding the transition from the first to the second stage, two aspects functioned critically. One was the roll of the well- known financial act, "Sangyo Kyoiku Sinko-Ho" which aimed to improve and full the equipment and facilities in vocational schools since 1951. Japanese High Schools could not help using facilities in enterprises outside schools as practical site for a long time. 2) I can pick up the other factor that had so meaningful function in the establishment process of Japanese vocational education system. It meant the "internalization of vocational education into vocational schools", saying in other word, they tried to expand vocational subjects and reinforce the specialty level of each student only within schools. I can also interpret that the decline of cooperative vocational education between part time vocational schools and formal training within enterprises depended on 3) the hustle phenomenon to full time and General High Schools, and