千葉県北条プランにおける能力評価の変遷に関する研究 : コア・カリキュラムの構造変遷との関連に注目して

概要

論文の詳細を見る
1 Aim An aim of this research is to make suggestive characteristics of the beginning postwar period(1946-1955) clear regarding a problem of curriculum integration. Therefore, I take notice of a relation with structural changes of ability evaluations for learning persons and a core curriculum. 2 Method Hojo plan is a typical example. I divide it into 3 periods, that are a realization period, a completion period, and an expansion period. I use report cards of Hojo elementary school since 1946 to 1955 that are discovered anew this time. 3 Analysis 3-1 Hojo plan realization period 3-1-1 Curriculum of Hojo plan realization period 3-1-2 Ability evaluation of Hojo plan realization period 3-2 Hojo plan completion period 3-2-1 Curriculum of Hojo plan completion period 3-2-2 Ability evaluation of Hojo plan completion period 3-3 Hojo plan expansion period 3-3-1 Curriculum of Hojo plan expansion period 3-3-2 Ability evaluation of Hojo plan expansion period 4 Conclusion At the realization period, items of ability evaluation at report cards lagged behind a change of curriculum structure. At the completion period, "records of action" were a result of the life learning as a core. At the expansion period, depending on curriculum structure of 3 layer 4 domain, every course was closely related to.
日本カリキュラム学会の論文
1997-03-31