知識創造としてのカリキュラム開発 : 金沢市小学校英語活動の事例研究

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This case study examines the process of developing English activities curriculum from teachers' practical knowledge at elementary schools in Kanazawa City. Along with the ongoing decentralization of education and the start of new Curriculum Guideline in April 2002, curriculum required development based on new practical knowledge created in classrooms or schools. To explain this new knowledge creating process, we employ the theory of organizational knowledge creation, which has become widely known as the basic theory of knowledge management in business corporations. In that theory, knowledge is created through interactions between two types of knowledge: i.e., tacit knowledge and explicit knowledge. Tacit knowledge is personal, subjective, and experiential knowledge that is difficult to be expressed in words, numbers, or diagrams. Examples include craftsmen's know-how. Explicit knowledge, on the other hand, is objective knowledge that is verbalized and quantified. Examples include manuals and textbooks. The knowledge creation process goes through a progressive spiral process of four modes of knowledge creations (i.e., Socialization, Externalization, Combination and Internalization). Curriculum has, by definition, the character as knowledge. In addition, it can be classified into explicit curriculum and hidden curriculum, as well as the classification of tacit knowledge and explicit knowledge. We apply this theory of knowledge creation to the curriculum development by viewing curriculum as knowledge. Major findings from this study are as follows. First, Kanazawa City's Board of Education has set up such "ba" as classes to demonstrate English activities to teachers' from other elementary schools and committees to compile three guideline manuals for all elementary schools in the city. Through working groups under the committees practical knowledge of teaching English at elementary schools was shared. Second, the three revised editions of guideline manuals (i.e., explicit knowledge) were compiled from new practical knowledge that had been accumulated at "the research and development schools" experimenting English activities, junior-high schools' English education, and all elementary schools in Kanazawa. The manuals were designed to the teachers accumulate tacit knowledge. Through the guideline manuals and demonstration classes, moreover, the newly created knowledge, explicit and tacit, of teaching English has been transferred to other elementary schools both within and without the city. So far the transfer of knowledge has succeeded due to the distribution of the manuals and the regular movement of teachers among elementary schools. Finally, the superintendent's leadership was important in the success of this program. Moreover, supervisors functioned effectively as the middle manager. The socialization and circulation of knowledge were promoted by connecting many "ba."
日本カリキュラム学会の論文
2003-03-31

著者

大串正樹
北陸先端科学技術大学院大学

知識創造としてのカリキュラム開発 : 金沢市小学校英語活動の事例研究

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