ドイツ中等教育における「総合学習」のカリキュラム原理 : マックス・ブラウアー校にみる「プロフィール開発型」カリキュラムを中心に

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概要

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• The introduction of " Facherubergreif ender Unterricht" as "integrated learning" in the German secondary education developed rapidly in the process of the curriculum revision of each state in the 1990's. For example, it tries with the curriculum of Hauptschule of State of Baden-Wurttemberg, where it is issued in 1984, in a part of the subjects of social studies, technology and home economics, however it is introduced as a pillar of the curriculum with the revision in 1994 in earnest. It proceeds with the research about "Schlusselproblem (the key problem)" of Wolfgang Klafki and "Sachunterricht" for the elementary education level. The curriculum principle of integrated learning in the high school level that it doesn't have an examination added to fully so far is examined by this research. This research is composed by the following four chapters. Chapter one: summary of general characteristics of German secondary education. Chapter two: various forms of integrated learning in German secondary education. Chapter three: examination of the synthetic learning curriculum of "profile development type" in the case of Max-Brauer-School. And Chapter four: curriculum principle of integrated learning in Max-Brauer-School. Subject oriented learning and individual learning were shown with the first chapter as the principle looked for the German secondary education. The forms of integrated learning in Germany were collected with the second chapter in accordance with Ludwig Duncker and Walter Popp in five types of the next. (1) subject based type, (2) theme development type, (3) curriculum development type, (4) profile development type, and (5) development of new school principle type. The integrated learning curriculum of Max-Brauer-School in Hamburg City was featured in the third chapter as a school case of the profile development type. On the fourth chapter, the principle of the curriculum organization of Max-Brauer-School was explained from the general characteristics at secondary school and the originally developed characteristics of Max-Brauer-School. In conclusion of this paper the principle of integrated learning of Max-Brauer school was in the fusion of the specialty of subjects and the synthesis as a result.

• 日本カリキュラム学会の論文
• 2002-03-31

著者

• 小松 弘幸

  鳴門教育大学

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• ドイツ中等教育における「総合学習」のカリキュラム原理 : マックス・ブラウアー校にみる「プロフィール開発型」カリキュラムを中心に

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