Research and Design for the Curriculum of Learning/Teaching Welfare at School

学校学教福利课程的研究与设计

• 批准号: 15530599
• 负责人: HASEGAWA Yutaka
• 金额: $ 0.83万
• 依托单位: Kyoto Prefectural University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2005
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530599/
• 关键词: curriculum of learning; teaching welfare; courses of study; the period of integrated study; experiential activities; care workers training system; ボランティア学習; カリキュラム開発; 福祉教育協力校

The purpose of this study is to design for the curriculum of learning/teaching welfare at school, through researching various educational practices and experiential activities. The perspectives acquired were as follows ; 1) as a response to the aging society "the period of integrated study", welfare as one of the issues to study, and specialized subject "welfare" in upper secondary school were set up in the revision of courses of study (the end of 1990s). And learning/teaching welfare at school was supported by enhancing experiential activities and service learning. However undergoing difficulties such as the aged and the disabled felt is done regardless of any school stage, and is not activities on students' own initiative. It is important that students establish the theme and programs of activities spontaneously and independently by teacher's support, and the activities are continuous. 2) setting a specialized subject "welfare" brought about new phase of learning/teaching welfare at upper secondary school stage. When welfare-specialized upper secondary school came into existence, care workers training system had great effects of the school curciculum. From 2004 to the present, I have undertaken curriculum adviser in the welfare course of Minami Yawata High School in Kyoto. By emphasizing care work with revising the act 2007, welfare study at high school was slighted in social work contents.

本研究的目的是通过研究各种教育实践和体验活动，设计学校的学习/教学福利课程。获得的观点如下： 1）为应对老龄化社会“综合学习时期”，将福利作为研究问题之一，在课程修订中设立了高中专门科目“福利”（年底） 20 世纪 90 年代）。通过加强体验活动和服务学习来支持学校的学习/教学福利。然而，面对老年人、残疾人等困难，无论在哪个学校阶段都是这样做的，而不是学生自发的活动。重要的是学生在教师的支持下自发、独立地确定活动主题和方案，并且活动具有连续性。 2）设置“福利”专业，开启了高中阶段学/教福利的新阶段。福利专门高中成立后，护理员培训制度对学校课程产生了巨大影响。 2004年至今，担任京都南八幡高中福利课程的课程顾问。 2007年修改法案，强调看护工作，社会工作内容中高中福利学习受到忽视。