幼小連携における学校現場や教科書の取り組みの方向性と問題点の一つについて

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The ministry of education, culture sports, science and technology (MEXT) issued a long awaited new curriculum guideline in the spring of 2008. The characteristic of this guideline may be observed on the factor that the importance of cooperation among schools are highly esteemed. The cooperation between schools is a important factor when we consider the continuity in education. The education in each school should not lose continuity. Any educational effort in a school should be integrated into a part of human education. The actual education, however, do not follow the path of pure theoretical merits. For example, "Yutori Kyouiku", the MEXT's effort for educational reform intending more flexible and relaxed style of education, was basically a superior plan but failed in practice. "Yutori Kyouiku" was intended to boost the creativity of each pupil The result was overall deterioration of education level. We should emphasize that the cooperation between schools is a required in present day educational scene. Because of the school advancement system based on entrance examination, the Japanese school system is deforming. The MEXT effort to reform education is serious and may have great effect only if it is enforced based on its original concept. At the actual school level, the MEXT's reform plan is implemented superficially. The actual school education is conducted for the admission examination of higher school. The curriculum implemented in actual school is deformed from the original concept. Knowledges required to achieve high score in examination are esteemed. Knowledges that do not take place in admission examination are neglected. In such situation, the cooperation among schools are important factor in order to prevent further deterioration of educational level. This cooperation, however, may have adversely affect on preschool (early childhood education) in kindergarten and nursery school. The over emphasis on school cooperation have a risk that the kindergarten / nursery school teacher may interpret that the knowledge education should be adapted at the early stage of child development in kindergarten / nursery school. In order to develop abstract concept, child should accumulate every-day experience. Abstract concept arises from the inner integration of experiences. If abstract concept is taught at early stage to a child who does not have sufficient amount of experience, the concept becomes a non-functional magical world that does not have any reference to the real world. Such situation may alienate such child from higher level of intellectual activities at later stage of education. This article describes that the MEXT's documents on curriculum(Education Ministry Guideline and Commentary on Education Ministry Guideline) contains the possibility that the teacher at school level may interpret guideline adversely, and the reason why such misinterpretation is likely occur.
茨城キリスト教大学の論文

幼小連携における学校現場や教科書の取り組みの方向性と問題点の一つについて

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