新学習指導要領における学力政策のディレンマ(I <特集1>新学力テスト体制と教育政策)

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This paper illuminates dilemmas of achievement policy in the national curriculum as revised in 2008. During the past ten years, curriculum policies in Japan have been dominated by mass hysteria about a serious decline of ranking in the international achievement tests of PISA2000, 2003 and 2006, and TIMSS 1995, 1998 and 2003. The responces of policy makers to the decline of ranking competitiveness are restricted and even superficial under globalization, decentralization and deregulation. The revised national curriculum responds to the "knowledge-based society" merely by introducing the conception of "competence" in the PISA survey, while it misses such significant aspects of curriculum policies under globalized age as autonomy of teachers, equity of educational opportunities, quality of educational experience, multicultural education and citizenship education. These failings are derived from neo-liberal and neo-conservative policies in Japan. This paper explores policy analysis of the revised national curriculum, focusing on achievement policy and its dilemma between globalism and nationalism.
2008-06-30