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目次

  • Chapter 1 Aiming for a Modern Model Person−The Establishment of Modern Schools and the 1872 Regulations for the Course of Study for Elementary Schools
    • ・Education Curriculum Suited to Class System
    • ・The Establishment of Modern Schools
    • ・The First Regulations for the Course of Study for Elementary Schools(Shogaku Kyosoku)
    • ・Curriculum Development by the Normal Schools
    • ・Course of Study for the Lower Division of the Elementary School(Curriculum Developed by the Normal School)
    • ・Curriculum Liberalization and Response from Each Prefecture
    • ・A Spirit of Self‐help Effort
  • Chapter 2 A Confucian Model Person Possessing New Knowledge−The 1881 Guidelines for the Course of study for Elementary Schools
    • ・Imperial Will on the Great Principle of Education and Educational dispute
    • ・Emphasis on Morals and the Second Education Order,1880
    • ・Enactment of the Standard Outline for the Course of Study for Elementary Schools(Shogakko Kyosoku Koryo)
    • ・The Confucianization of the Morals and History Subjects
    • ・Educational Theory of Development‐principle
    • ・Strengthening of Curriculum Standardization
    • ・Confucian Model Person and German Studies
  • Chapter 3 Subjects with Loyalty and Patriotism under the Imperial System−The Imperial Rescript on Education and Standard Outlines of the Regulations concerning the Elementary School Course in 1891
    • ・Minister MORI’s Program of training the practical character
    • ・Establishment of the aim of education by the Imperial Rescript on Education
    • ・The New Concepts of the Imperial Ordinance relating to Elementary School(second Shogakkorei)
    • ・Standard Outlines of the Regulations concerning the Elementary School Course in 1891
    • ・Educational Content and Method
    • ・Change in Testing and Achievement Assessment
    • ・Emphasis on Group Moral Education with Ceremonies
    • ・Expected image of subjects with Loyalty and Patriotism
  • Chapter 4 The Practiocal Model Citizen in a Neo‐Democratic,Industrial Society−The Regulations for the Enforcement of the 1900 Elementary School Order
    • ・Regulations for the Enforcement of the 1900 Elementary School Order
    • ・SAWAYANAGI’s Opinion on the Improvement of Japanese subject
    • ・Modernization of the Content of the Japanese subject
    • ・Requirements for the Morals Education from both Old and New Considerations
    • ・More Practical and Efficient Arithmetic and Science Education
    • ・Emphasis on Japanese History and Change of the content of Geography
    • ・Drawing,School Songs,Gymnastics(physical exercise),Sewing,Handicrafts,and English
    • ・Six‐year Compulsory Educational System in 1907
    • ・Higher Elementary Schools for Finishing Education
    • ・The education of National History and Military Drill after Special Council for Education
    • ・Broader Scope of Selection in Higher Elementary Schools
    • ・Taisho Free Education
    • ・1926 Amendment of Vocational Education valuing
    • ・Practical Civil Image to correspond to the coming of Industrial Society
  • Chapter 5 Imperial Subjects Who exerted themselves in Ascetic Cultivation and Training toward the Imperial Way−Militaristic National School Order(1941)
    • ・The 1941 National School Order
    • ・Regulations for the Enforcemnent of the National School Order(Kokumin Gakko rei Shikokisoku)
    • ・Features of Subject Composition and Curriculum
    • ・Civics on the emperor‐oriented historical view
    • ・Science and Math
    • ・Physical Training
    • ・Arts
    • ・Business
    • ・The Model Person under Millitarism
  • Chapter 6 Citizens Shouldering postwar democracy−Empiricism Course of Studies in 1947 and 1951
    • ・Democratization of Japan by GHQ
    • ・1947,A Tentative Suggested Course of Study for Elementary School
    • ・Elementary School Subjects
    • ・Homemaking
    • ・Optional Studies“Free study”
    • ・1951 Revision of Course of Study for Elementary School
    • ・Extracurricular Activities
    • ・Course of Study for Lower Secondary School in 1947
    • ・1949 Revision to the Lower Secondary School Subjects and Timetable
    • ・1951 Revision of Course of Study for Lower Secondary School
    • ・Special Education Activities
    • ・The Upper Secondary School Curriculum
    • ・Common Core Educational Contents for the People
    • ・1948 Revision for Upper Secondary School
    • ・1951 Revision of Courses of Study for Upper secondary School
    • ・The Vocational Education Course
    • ・Empiricist Curriculum Theory
    • ・The Type of Citizen Expected by a Democratic Society
  • Chapter 7 The Diligent Citizen Striving for Economic Recovery−Systematic Curriculum of 1958・1960 Revision
    • ・Post‐war Recovery and the Return to Japanese‐style Education
    • ・Shift in Curriculum Policy
    • ・The Academic Ability Dispute
    • ・Elementary Schools,Systematic Learning,and Basic Academic Ability
    • ・Lower Secondary School Education Responding to Future Paths and Individuality
    • ・Critisism of the Revisions
    • ・Revision of the Course of Study for Upper Secondary School and Cultivation of Core Industry Workers
    • ・Two Models of Courses of Upper Secondary Schools
    • ・Thorough Penetration of Ethics Education
    • ・Emphasis on Basic Academic Ability and Science and Technology Education
    • ・Critisism of the Revision Policy
    • ・Diligent Model Citizens amid Ideological Confrontation and the Economic Recovery Process
  • Chapter 8 The Highly Productive,Purpose‐driven Model Citizen of the High Economic Growth Period−The Structuralism of the 1968・1969・1970 Course of Studies
    • ・Long‐term,Educational Plan according to Income‐doubling Program
    • ・Implementation of Nationwide Simultaneous Academic Assessment Tests
    • ・Modernization of Education & Balance and Unity
    • ・The Three‐Area Structured Curriculum
    • ・Emphasis on Moral Education and Special Activities
    • ・Elementary School Mathematics and Science
    • ・Myth Education
    • ・More Classroom Hours in Lower Secondary Schools
    • ・Careful Selection and Modernization of Educational Content
    • ・Course of Study for Upper Secondary School Aspire for Differentiation
    • ・The Structuralism Theory of Bruner
    • ・Criticism of Differentiation as Discriminatory Education
    • ・The Sought‐after Model Person
  • Chapter 9 The Image of the People in a Mature Society and their Various Values.−1977/1978 Revised Course of Study for the“Relaxed Substantial School Life”
    • ・The Journey from Modernization to Humanization
    • ・Previously Inexperienced New Themes
    • ・Corriculum Reform
    • ・1977 Revised Course of Study for Elementary School
    • ・Lower Secondary School Course of Studies Revision in 1977
    • ・Upper Secondary School Course of Studies Revision in 1978
    • ・Positive Public Opinion and Criticism
    • ・Summary
  • Chapter 10 The Model Citizen Who Paved the Way to a Lifelong Learning Society via Self‐Educating Ability−The 1989 Revision of a New Viewpoint on Academic Ability
    • ・A Culture of Pleasure and 3K
    • ・Beginning of the Women’s Age
    • ・Request of Structural Reform by Global Standard
    • ・Bullying,Violence,and Out of Control Schools
    • ・Neo‐Conservatism Policy of Provisional Council on Education
    • ・The Humanization of Schools
    • ・New Academic Ability Curriculum Course Guide
    • ・Elementary School Curriculum Reform
    • ・Combined Subject Teaching and Field Experiences
    • ・Increase of Elective Subjects at the Lower Secondary School Level
    • ・Upper Secondary School Elective Educational Curriculum
    • ・Valuing of Information Education and Problem Research
    • ・Credit System and Comprehensive Courses
    • ・1989 Revision Characteristics and Human Image
  • Chapter 11 The Model Citizen who Survives in the Murky Age of Information−“Zest for Living”Initiative 1998/2003 Revision
    • ・Introduction of Competition Principles and Individualized Education
    • ・Features of Postmodern Japan
    • ・Curriculum Reform that Calls for“Ikiru Chikara”(Zest for Living)
    • ・National Curriculum Standards for Kindergartens
    • ・Life Environmental Studies and Combined Subject Teaching in the Elementary School
    • ・Period for Integrated Study
    • ・Basics and Fundamentals and Range of Choice Expansion in the Lower Secondary Schools
    • ・Upper Secondary School Course of Study
    • ・Required Basic and Fundamental Content
    • ・Elective Educational Content and School‐decided Subject‐areas and Subjects
    • ・Structure of the 1998 Course of Study
    • ・The 2003 Revisions
    • ・Basic Design and Student Image of the Curriculum
  • Chapter 12 The Japanese Model Citizen who is Active in a Global,Knowledge‐based Society−The“Ability to Apply”Oriented Revision of 2008/2009
    • ・Maturation of the“Zest for Living”Curriculum
    • ・The OECD’s Key Competencies
    • ・The PISA Test
    • ・The General Rules of the Revised Courses of Study
    • ・The New three‐Layered View of Academic Performance
    • ・Moralization of the whole Curriculum
    • ・The Common Curriculum and The Marginalization of Elective Subjects
    • ・2009 Revision Course of Study for Upper Secondary School
    • ・Characteristics and Practical Issues of 2008/2009 revision Courses of Study
    • ・Views on Japanese Citizens Active in the Global Knowledge‐Based Society
  • Conclusion
    • ・Purpose of This Book
    • ・Curriculum Evaluation
    • ・Provision of Conditions that Support Teachers
    • ・Conditions for a One‐Year Internship on Completion of Graduate School
    • ・New Concept Curriculum Design
    • ・Inflexible Curriculum Administration
    • ・Balance of Knowledge,Ethics and Body,the Meaning of Life,a Spirit of Tolerance,the Ability to Cooperate with Others
    • ・To Young People with a Relaxed Curriculum Complex
    • ・Earthquake Disaster and Gratitude