International comparison and fact-finding study of the fused , the integrated learning of the elementary school lower grades period

2014 Fiscal Year Final Research Report

• Project/Area Number: 24531092
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education on school subjects and activities
• Research Institution: Hokkaido University of Education
• Principal Investigator: KENJI MAEDA 北海道教育大学, 教育学部, 准教授 (80292069)
• Co-Investigator(Kenkyū-buntansha): KIMATA Kiyohiro 京都華頂大学, 現代家政学部, 教授 (40142765) ; KUWABARA Kiyoshi 北海道教育大学, 教育学部, 准教授 (00178154) ; KURAMOTI Yuji 京都橘大学, 人間発達学部, 准教授 (00460684) ; SATOU You 北海道教育大学, 教育学部, 教授 (10125370) ; HIRANO Tomomi 京都造形芸術大学, 芸術学部, 講師 (10441122)
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: 低学年教育 / 合科・総合 / 品徳と生活 / 周りの世界 / ロシア / 中国 / オーストラリア / アメリカ

Outline of Final Research Achievements

This study was intended to clarify the actual situation in the lower grades of elementary school through interviews at schools and educational institutions in China, Australia, Russia, the United States, and Japan for an international comparison of the learning domain in fused / integrated classes before differentiation into specific subjects. Generally the real class was teacher-centered, and the children were participating but with limited autonomy. Teachers did not make use of lower grades and deve1opment properties of the childhood period, and the awareness concerning allowing children to participate in curriculum construction is low. In addition, it became clear that common elements such as, recognition of national and local identity, the ability of learning how to learn including the acquisition of the literacy, autonomy limited by indirect teaching materials, and the utilization of ICT have increasingly become focal points.

Free Research Field

教育方法学