カリキュラム概念の再検討 : 個性尊重の教育を契機として

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In this country the educational reformations are now in progress, according to the educational principle with respect for individuality. But this principle would be impossible to realize, if the conceptions of curriculum exist. Because the National Course of Study distinguishes between curriculm (planning at the level of school) and learning planning (at the level of classroom instruction), and regards teachers in the classroom as curriculum users, not curriculum makers. But, I think, the crucial phase in curriculum development is the implementation of the plans in the classroom. The best place for designing the curriculum is the classroom where the learner and teacher meet, and this teacher is in a better position than outsiders to appraise the learner's needs and interests, and espesially their personality or individuality. The rational-deductive planning model, or Tyler rationale, emphasizes the apparent logic of deriving curriculum programmes from clear specifications of goals and objectives, but tends to discount what is problematic in the task environment (including classroom). Schwab's opinion is that curriculum is, in fact, the interaction of classroom commonplaces : the teacher, learners, subject-matter, and milieu. Schwab's opinion on curriculum will make a correct appraisal of the learner's individuality. So I think the curriculum is an instructional system in classroom. Classroom management strategies and resources will need further development and refinement. The important point to note is that the implemented school-curriculum, instead of the common intended one, has to take into acount the diversity of alternative frameworks and habits of the mind. Classroom management strategies should provide genuine opportunities for learners to be regarded as individuals rather than corporate bodies. The design of appropriate learning tasks has to take into account the starting points of the individualities of individuals concerned. This is the core of classroom curriculum. The structure of curriculum as an instructional system on learner's individuality will be well situated in each of four contiunums as the crucial factors involved in all curriculum -(1) individual learner - disciplines, (2) problems, polices, action - abstractions, (3) flexibility, autonomy - rigidity, (4) integration - compartmentalization.
日本カリキュラム学会の論文
1993-03-30

カリキュラム概念の再検討 : 個性尊重の教育を契機として

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