中学校・選択履修の学習システムがもつ特徴の解明 : 研究指定校における開発モデルの変遷から
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概要
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The purpose of this paper is to examine and clarify what characteristics the elective curriculum of a Japanese junior high school has. In terms of methods, the author tries to grasp the transition of the features of elective course models that have been developed experimental schools by the Ministry of Education. The analytical data are obtained from the reports those schools had published. As the result of the analysis, I found that the elective curriculum has been developed through three stages as follows. In the first stage (1976-1983), the elective course played the role of supporting the required subjects. It is exemplified in the drill-and-practice for slow learners and application of quantitative evaluation. In the second stage (1982-1989), the course functioned as a tool for acquiring particular skills such as presentation ability or for mastering research methods. The data also showed the growing tendency to respond to students' needs, typically exemplified by preparing various mini-courses. In the third stage (1988-1992), the course has become to include the elements to facilitate students' reflection. Each school has initiated its original strategy in improving the process of choosing the subject, the methods for evaluation, and the measures for presentation and discussion on their achievements. In conclusion, it can be said that the elective curriculum in the Japanese junior high school is featured by the tendency toward having the possibility to prepare learning systems which provide students for various kinds of opportunities for decision-making about themselves. Those learning systems, if they are realized, have a possibility to contribute to students' self-understanding. Thus they contrast with the 'passive' elective courses such as drill-and- practice and supplemental contents.
- 日本カリキュラム学会の論文
- 1994-03-30