カリキュラムマネジメントの構成要因の研究 : 国際理解教育を事例として
スポンサーリンク
概要
- 論文の詳細を見る
The aim of this research is to clarify the components of curriculum management of international education as a cross-curriculum and to develop a theoretic model for teaching practitioners. The main point of this thesis is that there are interfaces between "school culture" as an object of transformation for international education and "school culture" as an object for curriculum management. First, generating a theory of curriculum management is reviewed. Two basic axes of curriculum management are "relevance" on curriculum and "collaboration" on support activities. This paper focuses on the culture as "the view point and behavior pattern concerned with a curriculum" in each school and views it as a "curriculum culture". Secondly, international education is reviewed. Then the interfaces between the school-based curriculum management and the curriculum of international education are considered. Three basic axes of curriculum for international education "living together, living with others (kyousei)" as an object for learning, "a cross-cur-riculum" and "school culture" are drawn. The curriculum of international education emphasizes the importance of the relevance between a learner and objects of learning, or between subjects and "Sogoteki na Gakushu no Jikan" . So the relevance among subjects can be a principle of curriculum design on international education. And there is an aspect of international education, which aids a transformation of school culture. Therefore, the aim of curriculum management is shaping school culture, which corresponds to one of the basic axes of international education. "School culture" is an environment of leaning. There is an idea that aspires to make "school culture" object of transformation in international education. And it can be said that making school culture change through taking it as an object of management is adequate to international education. Lastly, it can be verified that two public schools have been analyzed in view of using a constructed model of curriculum management on international education. The outcomes of this discussion are as below : 1. The theoretical framework of curriculum management for cross-curriculum functions effectively for international education. 2. Making school culture and curriculum culture collaborative is also necessary for revitalization of curriculum management of international education. The next task for this research is to examine the relevance between the unique structure of curriculum management (PDS cycle and 4Ms) and curriculum culture and international education.1．研究の目的と方法 2．カリキュラムマネジメント論の生成 3．カリキュラムマネジメントの対象としての「カリキュラム文化」 4．学習環境としての学校文化の変革を試みる国際理解敦育 5．事例にみるカリキュラム文化のマネジメントの分析 （1）D小学校 （2）S中学校 6．成果と課題
- 2004-03-22
著者
関連論文
- カリキュラムマネジメントの構成要因の研究 : 国際理解教育を事例として
- 留学生を活用する国際理解教育の内容・方法と教育効果に関する研究(その2) : 「総合的な学習の時間」で行う学習活動を中心に
- 留学生を活用する国際理解教育の内容・方法と教育効果に関する研究(その1) : 大学周辺地域の小学校との国際交流活動を中心に
- カリキュラムマネジメントのモデル開発
- カリキュラムマネジメントの理論に関する先行研究の文献解題 : F.W.Englishのカリキュラムマネジメント理論とM.SkilbekのSBCD理論より
- カリキュラムマネジメントへの参画意識を促進する校内研修の事例研究