Competency-Based Curriculumに関する比較研究
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概要
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This study aims to clarify the theoretical and practical nature of Competency-Based Curriculum by comparatively analyzing the primary and secondary education curricula of the United States, Australia, Indonesia, South Africa, New Zealand and Sweden. First, the term 'competency' and its relation to the curriculum and the national qualification system of each country were comparatively analyzed. The term competency could be found in the curricula of the United States, Australia, and Indonesia. In the case of South Africa, New Zealand, and Sweden, the term competency could not be found in the curricula, but in South Africa and New Zealand, the relation to competency in school curricula was observed with the introduction of national qualification system. It could be understood that Sweden also follows the concept of competency as an attainment standard in the school curricula by integrating the vocational and liberal education. Secondly, the similarities and the differences of educational targets of each country were clarified with the competency patterns made by OECD. It is assumed that each country in this study has common patterns of competency which include literacy, communication competency, self-competency, and study competency in their curriculum. We could say that these competencies are very important competencies in the world that should be learned in the schools of the global society, life-long learning society, information society and knowledge-based society. On the other hand, some patterns like value intention, ecological competency, cultural competency, health, sports and body competency vary in each country depending on the socio-cultural contexts particular to each country. Thirdly, the comparative analysis focused on the critical thinking in Social Studies in the second grade of junior high school in order to study the curriculum structure which focuses on the subject structure and cultivating competency. First, in each country critical thinking is regulated concretely as the learning outcome, the action index and the evaluation standard. Next, the curriculum structure for attainment of goals is divided into some learning processes in which target, content and evaluation index are shown respectively and the curriculum is clearly structured from the target to the attainment of competency. Fourthly, the evaluation method of each country was comparatively analyzed. Evaluation aims better education, learning and improvement. Teachers are encouraged to the utmost to engage in evaluation, feedback and students' participation in them; as a method, the performance evaluation is encouraged. It is noteworthy to mention here that it is only in New Zealand where a national qualification system exists (Australia, South Africa, and New Zealand), there is a qualification qualifying examination outside the school and all items included in that examination are intended to measure the competency of students. In respect to nationwide scholastic attainment examination, literacy and numeracy examinations are held in several countries in order to maintain the national level, which also help to measure teachers' assessment of students' achievement. When Japanese curriculum is considered in this respect, we could find some special features in it. In the case of educational targets, most terms used in Japanese curriculum are not easily understood though most of the competency patterns of OECD are covered. In the Japanese curriculum, improvement of skills is not clearly structured and the evaluation index is not clear, though there are several measures of evaluation that have been improved by National Institute for Educational Policy Research. Therefore, it is very important to design a Japanese course of study which should consist of clear aims, processes, methods and criteria of evaluation based on the theoretical and practical nature of the CBC theory which other countries follow, in order to make Japanese students acquire "new academic achievement".
- 日本カリキュラム学会の論文
- 2004-03-31
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