ON THE CONDITIONS OF SCHOOL IMPROBEMENT EFFECTED BY SCHOOL CONSOLIDATION

论学校合并对学校改善的影响

基本信息

批准号：
06610225
负责人：
HAYO Masaaki
金额：
$ 0.7万
依托单位：
TOKYO GAKUGEI UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1994
资助国家：
日本
起止时间：
1994 至 1995
项目状态：
已结题

项目摘要

70% of the city boards of education in Japan have had the experience of having consolidated elementary or middle schools or the expectation of consolidating elementary or middle schools in the near future. The background for it is explained as the decline of pupil population in most cases. The reorganization and consolidation of cities or towns or villages could not clearly explain the phenomina of school consolidation after World War II as researchers in this field have often pointed out.Concerning the positive effects of school consolidation on the improvement of school education, improvement of school building or facilities is the first choice, and balancing of school size among elementary or middle schools in each city, activating group work by pupils comes after it. Effects on the improvement of teaching methods and curriculum are not so often pointed out by the city boards of education. On the other hand, concerning reverse effects of shcool consolidation on school education itself, for example on the organizing of pupil groups are rarely pointed out.Most of the city boards of education seem to consider school consolidation as the improvement of the environment of shcool education. They consider the task of consolidating schools as their own obligation as policy-makers. For that reason, the participation of teachers in the decision-making process of school consolidation is very limited. The lack of conciousness on the part of teachers on the improvement of school education by taking advantage of school consolidation could be considered to be sought in the factor of teacher participation. But even if teacher participation could be realized, whether school improvement could really happen or not must be researched empirically, of course.

日本70%的市教育委员会有过合并中小学的经验或期望在不久的将来合并中小学。其背景在大多数情况下被解释为学生人数的下降。城镇或村庄的重组和合并并不能清楚地解释二战后学校合并的现象，正如该领域的研究者经常指出的那样。关于学校合并对改善学校教育的积极作用，改善学校建筑或设施是首选，其次是平衡各城市中小学的办学规模，激发学生的小组活动。市教育委员会并不经常指出对教学方法和课程改进的影响。另一方面，关于学校合并对学校教育本身的反向影响，例如对学生团体的组织，却很少被指出。大多数城市教育委员会似乎将学校合并视为学校教育环境的改善。。他们认为巩固学校的任务是他们作为政策制定者的义务。因此，教师对学校整合决策过程的参与非常有限。教师缺乏利用学校整合改善学校教育的意识，可以考虑从教师参与的因素中寻找。但即使教师参与能够实现，学校的改善是否真的能够发生，当然还需要实证研究。