| Project/Area Number |
01450049
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| Research Category |
Grant-in-Aid for General Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | National Institute for Educational Research |
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Principal Investigator |
TEZUKA Takehiko Director, Department of International Education, NIER, 国際研究・協力部, 部長 (50000039)
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| Co-Investigator(Kenkyū-buntansha) |
YOSHIDA Masaharu Professor, Faculty of Education, Hiroshima University, 教育学部, 教授 (20020109)
相良 憲昭 国立教育研究所, 企画調整部, 企画調整官 (90170620)
有本 良彦 国立教育研究所, 地理・歴史教育研究室, 室長 (50000063)
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| Project Period (FY) |
1989 – 1990
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| Project Status |
Completed (Fiscal Year 1990)
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| Budget Amount *help |
¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 1990: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 1989: ¥1,800,000 (Direct Cost: ¥1,800,000)
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| Keywords | education of the gifted students / education in France / education of the slow learners / elite education |
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| Research Abstract |
It is an ideal in the school system to develop abilities of all children to the upper limit of their potential. It is also an undeniable fact to see a variety of developmental levels among children in their intellectual development. Therefore, it is absurd and educationally unproper to put uniform achievement standard for all children and ask them to achieve it. Adequate direction and children's endeavor with some potential ability result in learning success. It is beyond question to give deliberate guidance in classroom to children who tend to delay with some reason or another in mastery in learning.
French education is known as giving adequate direction both to the abler students and slow learners within formal education. Also in our Japanese "education emphasis on individuality" is recently the theme of major discussion. Thus we organized a research team to investigate individualized instruction in French educational system, which has this emphasis for a longer period, and to learn practical knowledge about it with a view to introduce some of its key factors into Japanese education. We investigated in particular "aided learning" (soutien), "deeper learning" (approfoundi), "learning rnythm" (rythme scolaire).
Analyses on children with learning disabilities in comparison to rapid learners and on school education and gifted children are included in the final report. Appendix of related literature and statistics are also put.
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