|Budget Amount *help
¥2,100,000 (Direct Cost : ¥2,100,000)
Fiscal Year 1999 : ¥500,000 (Direct Cost : ¥500,000)
Fiscal Year 1998 : ¥600,000 (Direct Cost : ¥600,000)
Fiscal Year 1997 : ¥1,000,000 (Direct Cost : ¥1,000,000)
The shift to the new course of study brings 'Time of Overall Learning' and the cut of school hours. Simultaneously, special curricular activity changes its role and function.
We consider that special curricular activity is in the process of collaboration with rocal community and a shift from school to local community. From two point of view, sociology of education and city planning, this shift process is hypothtically classified its form into four types, and is examined theoletically and empirically.
These four types are : a) to integrate school curriculum with social education (culliculum-integurated type), b) to reorganize in social education (shift-to-social-education type) , c) collaboration between shcool education and local undertaking (school-commuity-collaboration type) , d) to recover its function in voluntary activities or commercial enterprises (shift-to-local-activities type).
Research method is case studies on typical local self-government bodies and schools. In the concrete : (1) interviewing the executive officers of board of education, (2) interviewing the local facilities and activity groups, and participant observation on them, (3) questionnaire surveys on pupils who live in the district.
In this final report, some case of local self-goverment bodies are examined according to their localities(a provincial city, an agricultural district, the downtown area) , and another cases are analyzed for their shifting form of special curricular activity. Four levels can be detected, local policy level, school education level, citizens' local activities level, pupils' attitude and life. The progress of community development activities are researched by participant observation. Last two cases are synthesize all factors and are highly suggestive.