Database Development for the Reconstruction of School Curriuclum in Globalization Age

全球化时代学校课程重建的数据库开发

• 批准号: 07301030
• 负责人: ASANUMA Shigeru
• 金额: $ 3.97万
• 依托单位: Tokyo Gakugei University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (A)
• 财政年份: 1995
• 资助国家: 日本
• 起止时间: 1995 至 1996
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07301030/
• 关键词: global education; curriculum construction; taxionomy; educational objectives; educational media; educational exchange; multicultural education; marginal identity; カリキュラムの再編; 認知; 情意; 運動; 技術的合理性; 国際教育; 国際理解教育; 開発教育; 教育開発; 環境教育; 平和教育

The individual researcher involved in this project found that there are three dimensions in the globalization of curriculum in the world. The resreachers involved in first dimension attempted to clarify the structures and functions of universal curricula which consitute the hidden and taken-for-granted foundation of modern school curriulum. They found the social structure and the power relations of curriculum information networks across the nations. The second dimension of the globalization of curriculum consisits in the multicultural development of curriculum goals which is mostly concerned with the racial and ethinic differences. Some advocate diversion of curriculum but the phenomenon of the diversion is universal when we focus on the form of curriculum. The third dimension of the globalization is about the subjectivity of the individuals who consciously or unconsciously take part in the marginalization of their own ego identity. The individual's struggle for the integration of the ego identity is likely to produce the newly created identity which does not belong to the orginal identical area. The discoveries of the individual dimension are reported by the individual researchers and their disclosures are expected to further contribute to the development of database of the globalization of curriculum.

参与该项目的个别研究者发现，世界课程全球化存在三个维度。第一维度的研究者试图厘清普世课程的结构和功能，普世课程构成了现代学校课程的隐性和理所当然的基础。他们发现了各国课程信息网络的社会结构和权力关系。课程全球化的第二个维度在于课程目标的多元文化发展，其中主要涉及种族和民族差异。有人主张课程分流，但从课程形式上看，分流现象是普遍存在的。全球化的第三个维度是关于个人的主体性，他们有意识或无意识地参与了自我身份的边缘化。个体对自我身份整合的斗争很可能会产生不属于原来同一领域的新创建的身份。个体维度的发现由个体研究人员报告，他们的披露有望进一步促进课程全球化数据库的开发。

项目成果

浅沼 茂: "「生きる力」と学習の共同化" 教職研修総合特集. 7月号. 146-152 (1997)

Shigeru Asanuma：“‘生活的力量’和学习的共同化”教师培训专题 146-152（1997 年）。

Asanuma, Shigeru: "How to Develop the Expression for Globalization" The Journal of Teacher Training. 168-171 (1997)

浅沼茂：“如何发展全球化的表达”《教师培训杂志》。

Asanuma, Shigeru: "Learning how to Learn." The Journal of Teacher Training. 99-105 (1997)

浅沼茂：“学习如何学习。”

浅沼 茂: "21世紀の教育にふさわしい“知の営み"はどうあるべきか" 教職研修. 2月号. 22-25 (1996)

Shigeru Asanuma：“什么样的‘知识活动’应该适合21世纪的教育？”2月22-25日（1996年）。

Asanuma Shigeru: "Teacher Training Program for Multiculutural Education." International Comparative Education for Elementary School Teacher Training. 31-36 (1996)

浅沼茂：“多元文化教育教师培训计划”。