中国の小学校における総合実践活動の経営環境に関する考察 : 学校の組織体制に着目して
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概要
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This paper analyzes features of school organizational structure from the perspective of curriculum management. After clarifying the relationship between the management of the integrated practical subject and the actuality of the Chinese curriculum, I attempt to consider factors promoting and inhibiting curriculum management. School organizational structure in China is comprised of Educational Research Groups and Grade Groups. The Educational Research Group, a basic training organization, and the Grade Group, a basic administrational organization, comprise the school organizational structure by providing “lateral” and “vertical” frames, amidst which training and cooperation are carried out in different subjects and different grades. Until now amidst such a framework, teachers have taught only one subject, and because they haven’t necessarily had to communicate with colleagues who taught different subjects, schools possess characteristics of closed organizational structures. Because “Integrated Studies” includes wider content than other subjects, the management of the integrated practical subject demands whole-school cooperation, a situation which goes against this current school organizational structure. As a result, the current school organizational structure casts two negative effects on the management of the integrated practical subject: first, teachers can’t receive support from the school when they create curriculum for “Integrated Studies ; they are forced to rely on themselves. Consequently, the direction of the national curriculum of the “Integrated Studies” is influenced by the character of the teachers who are in charge of the subject. Secondly, teachers who are “strongly independent,” can manage factors involved in creating curriculum for “Integrated Studies,” such as theme setting, safety, and time considerations, but teachers who are not independent can do nothing but compromise on the closed environment. Thus, it can be concluded that the closed school organizational structure which does not facilitate the creation of curriculum for “Integrated Studies” is a deterring factor in curriculum management. On the other hand, the characteristic of creation of curriculum for “Integrated Studies” is that it gives teachers who are in charge of the subject discretionary power. Teachers are thus given an opportunity to show their talent and creativity through creation of curriculum for “Integrated Studies” and the resultant ambition of teachers can be said to be a promotional factor in curriculum management. “Integrated Studies” curriculum-making is different from other subjects, in that content of the integrated practical subject has a strong connection with other subjects, a fact which requires the cooperation of the whole school. That the old school organizational structure is too closed to respond to this need presents a major problem. This paper indicates that romotion of “Integrated Studies” in Chinese schools will entail not only improvement of individual teaching method and instructional ability through training, but also the transformation of the closed school organizational structure into a cooperative organizational structure, big issues awaiting attention.
- 2009-03-31
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