A Comprehensive Study on the Practices and Structures of Holistic Educational Reform

整体教育改革的实践与结构综合研究

基本信息

批准号：
13410091
负责人：
KIKUCHI Eiji
金额：
$ 8.96万
依托单位：
National Institute for Educational Policy Research
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

项目摘要

In this fiscal year, we analyzed the data collected through a nationwide questionnaire for the headmasters and the teachers at the public junior high schools, and also examined the conceptual meanings and social implications of holistic educational reform.Various reform practices are classified in three areas, ie. 1) local community and alternative learning facilities, 2) primary schools and junior high schools, 3) senior high schools, and are evaluated from a viewpoint of effectiveness and deepness as holistic educational reform.The main findings are suggested as the following.1.As the neo-liberal and neo-conservative educational reform has been carried out, institutional discrimination has been extended and diffused. In this way, the essential function of education in Japan has been weakened and various infrastructures which concern learning, life and growth were steadily collapsed.2.Even the people who accept the reform positively in the past become to raise an objection on the plan … More of the educational reform. Between the side which drafts a policy and the side which is engaged in the educational practices, the trust relation has begun to receive a damage. It is suggested that the education reform in these days brings about the busy-ing ("tabouka") of the teachers and diminishes the collaborative collegiality among them, through analyzing the distress written by approximately 3,000 teachers in qualitative way.3.By analyzing various fluctuation ("yuragi") of the junior high school education, we reached the following conclusion. That is, we have to throw away the dominant story and overcome an structural difficulties. For its purpose, it is important to refine the theory on the essence of "human development" and to promote reflective/flexible dialogue.4.Already, the "bud" of the holistic educational reform, which is peculiar to my country, is surely beginning to appear. This study shows that it is indispensable to "listen" politely to these practices and structural realities of educational society. In the future, it may become a key factor to extract some common features of the various reform areas and to refine the measures by which a colleague or peer make the solidarity. Such a innovation may become possible only if we know more deeply and penetrate the relation with society, human beings and true self. Less

在这个财政年度，我们通过全国范围的问卷分析了公立初中的校长和老师收集的数据，还研究了整体教育改革的概念含义和社会含义。各个领域都对各个领域进行了分类。 1）当地社区和替代学习设施，2）小学和初中，3）高中，从有效性和深厚的观点进行评估，作为整体教育改革。提出以下主要发现为以下。1.新自由主义和新保守主义的教育改革已进行了，机构歧视已被扩展和划分。这样，日本教育的基本功能被削弱了，各种基础设施涉及学习，生活和成长的各种基础设施。在起草政策的一方和从事教育实践的方面，信任关系已经开始受到损害。有人建议，如今的教育改革带来了老师的忙碌（“ tabouka”），并通过分析了大约3,000名教师的痛苦来减少他们之间的合作阶段。3.3.3.By分析了各种波动（“ Yuragi”），我们终于结束了Junior High School Education的各种波动（“ Yuragi”）。也就是说，我们必须抛弃主要的故事并克服结构上的困难。出于其目的，重要的是完善有关“人类发展”本质并促进反思/灵活对话的理论。这项研究表明，必须大麻“倾听”教育社会的这些实践和结构现实是必不可少的。将来，它可能成为提取各种改革领域的一些共同特征，并完善同事或同伴团结一致的措施的关键因素。只有当我们更深入地了解并渗透与社会，人类和真实自我的关系时，这种创新才可能成为可能。较少的