| Project/Area Number |
11410070
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Joetsu University of Education |
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Principal Investigator |
ARAI Ikuo Joetsu University of Education, Faculty of School Education, Professor, 学校教育学部, 教授 (30000061)
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| Co-Investigator(Kenkyū-buntansha) |
WAKAI Yaichi Joetsu University of Education, Faculty of School Education, Professor, 学校教育学部, 教授 (60004123)
TAKADA Kikuji Joetsu University of Education, Faculty of School Education, Professor, 学校教育学部, 教授 (70115351)
YAMAGUCHI Mitsuru Tsukuba University, Department of Educational Science, Professor, 教育学系, 教授 (20006571)
YAZAWA Tadashi University of Nagoya-Gakuin Faculty of Foreign Languages, Associate Professor, 外国語学部, 助教授 (70239739)
NISHI Joji Joetsu University of Education, Faculty of School Education, Professor, 学校教育学部, 教授 (70120095)
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| Project Period (FY) |
1999 – 2000
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥4,800,000 (Direct Cost: ¥4,800,000)
Fiscal Year 2000: ¥2,700,000 (Direct Cost: ¥2,700,000)
Fiscal Year 1999: ¥2,100,000 (Direct Cost: ¥2,100,000)
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| Keywords | curriculum development / curriculum assessment / personnel arrangement / school facilities / management ideas and skills / professional supervision / whole-school characteristics |
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| Research Abstract |
1. Results of Theoretical and Comparative Research
We explored and presented "A Progressive Stages Model of Curriculum Development in Individual School." Main features of this model are as follows; (1)teachers' understanding and sharing of ultimate and concrete goals of the Curriculum Development (C. D.) as most important and basic condition, (2)optimal and dynamic adoption of other conditions, e.g. personnel arrangement, school facilities, professional supervision and whole-school characteristics, (3)progressive stages come through "preparation", "induction", "continuous modification and improvement" and "maturity". In addition, through the comparative research as to three foreign countries' implementations (England, France, and Germany) we could find out it more necessary condition of C. D. for Japanese individual school that effective learning of pupils can be produced by elaborate and continuous curriculum assessment (formative evaluation).
2. Results of Case Studies
Through the case studies as to 4 elementary schools, 3 junior-high schools, and 3 senior high-schools in Japan, we identified two important findings.
(1) Common features of effective C.D. in individual school included continuous assessment and improvement with daily lessons and pupils' learning.
(2) Successful C.D. of "Integrated Learning Time" (in Japanese "Sougoutekina-Gakushuno-Jikan") contained following two conditions as important facilitating factors. Those are (a) optimal contents setting of pupils' learning responding to its unique characteristics of that school, and (b) challenging adoption of innovative methods and styles of learning (in especially, those with cooperation by pupils' parents and community peoples.)
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