| Project/Area Number |
21730616
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | Yokohama National University |
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Principal Investigator |
KIMMA Kuniharu 横浜国立大学, 教育人間科学部, 准教授 (90367277)
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| Project Period (FY) |
2009 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2010: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2009: ¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
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| Keywords | カリキュラム / 習得 / 活用 / 探究 / インタビュー / コア・カリキュラム / 三層四領域 / 基準 / 計画 / 実践 / 経験 / 三層四領域論 / カリキュラム基準 / カリキュラム計画 / カリキュラム実践 / カリキュラム経験 |
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| Research Abstract |
Considering several of plans of schools that had created Core-curriculum and the curriculum theory of 3 layers and 4 domains, I could examine how each course or relationships between courses-core and the surroundings, or Basics, Problem solving or Life-practice-are equivalent to Acquisition, Utilization or Inquiry. Its keyword is "continuous".
Acquisition, Utilization and Inquiry are what have been "integrated" in curriculum plans of each school in each own format, that overcome all of the "binary opposition" had been intent. On the form, the list of unit, the tables detailed educational plan(annual plan), and element-tables and ability-tables had taken shapes combining with each other.
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