2018 Fiscal Year Final Research Report
Is School possible that solve the Conflict between social Integration and individual Differentiation? - an Analysis on "Gemeinschaftsschule" in South West Germany
| Project/Area Number |
15K04291
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Education
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| Research Institution | Kyoto University of Education |
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Principal Investigator |
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| Project Period (FY) |
2015-04-01 – 2019-03-31
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| Keywords | 中等教育 / 多様性 異質性 / 自律的学習 / 教員の役割 / 教育スタンダード / 教育業務の個業性 / インクルージョン / 学習空間と学習テンポ |
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| Outline of Final Research Achievements |
This study has observed and analized Gemeinschaftsschule(GMS)in South Germany and has found significance and limit of this school in four points. 1.In this school it is possible to learn for each student as their learning tempo, and logbook and coaching system support their learning. 2. On the other side, this learning style does not work for all students, that will more support from teacher. Also as for teacher it is necessary for this school to get more human resources. 3. In enrolling phase it is not prior decided which certificate students should get. That means each student could three kinds of learning revel that links three kinds of school certificates. However in upper classes Input time that means frontal teaching are gradually increasing for certificate. 4.To support each student from teacher and another staffs, it is indispensable to be transparent and standardization in learning materials, actions against students and documents or evaluation.
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| Free Research Field |
学校経営学
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| Academic Significance and Societal Importance of the Research Achievements |
中等教育は、生徒の適性や能力に応じるとともに、多様で異質な生徒の民主的社会化が期待されている。そのため、中等教育で生徒の共通化と差異化をいかに共に実現するかは、入試制度や習熟度別クラス編成等にも関連して、学校教育の基本テーマである。すなわち「生徒に応じた区分けを」と「一緒に学んでこそ」の両方の立場をいかに止揚できるかが問われている。この点で本研究は、南西ドイツのGemeinschaftsschule（「社会的な学校」「共同学校」）を例に、生徒が自身に即した学習テンポ、学習材、学習の場を得つつ、教育スタンダードとして求められる諸能力（コンピテンス）を獲得する可能性と課題を明らかにした意義がある。
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