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職業科教育の編成及び週時程の実際からみた知能障害児学校高等部教育課程の日仏比較

基于职业教育组织和实际每周安排的日本和法国智障儿童高中课程比较

基本信息

批准号：
05680191
负责人：
藤井力夫
金额：
$ 1.09万
依托单位：
Hokkaido University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1993
资助国家：
日本
起止时间：
1993 至无数据
项目状态：
已结题

项目摘要

1.目的:知能障害児に対する後期中等教育はどうあるべきか。地域での自立の課題を受けどのように職業科教育を充実するか。重度の障害児に対する対応は、等。本研究は、養護学校高等部教育課程の最適化のための基本資料作成を目的として、一つのモデルたるフランスのそれと日本の実際を比較。2.方法:フランスの知能障害児学校高等部(Insti-tut Medico-Professionnel)は在外研究でフランス国立特殊教育研究所にいたとき実施(I.M.Pro de BEAUVAIS)。日本のそれは職業教育で先導的位置にある札幌近郊のS高等養護学校を対象。3.結果:(1)職業学科の編成:手仕事としての基本となる学科;木工科、家庭科、クリーニング科等共通。地域の産業を活かした学科;フランスB校では園丁科、ステンドグラス科。日本のS校ではコンクリート科。重度の障害児には生活園芸、窯業科で対応。仏では家庭科。(2)職業学科担当教師:フランスの養護学校はほとんど親の会が経営。高等部職業教育担当教師は町の大工さんや園丁が積極的に雇われる。卒業後は労働援護工場(C.A.T.)等が用意(職業指導・職業再配置専門委員会)。(3)学級編成及び在籍生徒の実態:職業科目別の学級編成。教科学習は能力別。日仏同傾向。発達水準はIQ70から50(職業教育対象)。有酸素性作業能の実態(日本)は、最大酸素摂取量:男;2233ml/min(SD318ml/min)。女;1427ml/min(SD245ml/min)。年齢平均の男女各85%及び81%。(4)週時程中職業学科の割合:週31時間の内10時間(35%)。体力づくりと教科学習は各6時間(20%)。(5)活動姿勢、活動空間等。5分毎にスナップリーディング。活動姿勢や手の作業分析実施。日本は室内作業中心。作業時間も帯ふうの細切れ。ゆったりした徒弟的教育指導の展開に課題を有す。仏では農作業や木工工場の空間と「居間」のような教室。「学校」の固定概念にとらわれず、この関係をどう創造するか。基本面からの改善課題を得た。

1. Objective: to prevent the loss of knowledge in secondary education in the later period. The subject of regional self-reliance is subject to vocational education and vocational education. Severe damage is caused by severe damage, etc. The purpose of this study is to optimize the education program of the higher education department of the school. The purpose of this study is to optimize the basic data of the higher education department of the university. two。 Methods: the Department of higher Education (Insti-tut Medico-Professionnel) of the National Institute of Special Education, National Institute of Special Education (NSEE). The leading position of vocational education in Japan is to protect the image of the higher education school in the suburbs of Sapporo. 3. Results: (1) Vocational disciplines are written as follows: basic courses, such as woodwork, family, family, and so on. In the field of regional engineering, there is an active subject, and there is a major in the department of small and medium-sized courses. The Department of Science and Technology of the University of Japan. Severe damage to life is very important, and there is a lot of trouble in the department. I don't care about the family department. (2) Vocational disciplines should play the role of teaching staff: they should be responsible for the teaching and learning of the school. The vocational education of the Ministry of higher Education plays an active role in the employment of high-level workers in colleges and universities. Post-operational assistance and protection workshop (C.A.T.) Wait for the intention (the occupation guidance profession reconfigures the committee). (3) academic level attainment and current student apprenticeship status: vocational subjects pass at different academic levels. Ability to teach science. The sun falls in the same direction. Up to IQ70 level 50 (vocational education). The maximum amount of acid intake is male; 2233ml/min (SD318ml/min). Female; 1427ml/min (SD245ml/min). The average annual income for men and women is 85% and 81% respectively. (4) the integration of vocational disciplines in the time schedule: 10 times within 31 hours (35%). Physical training courses teach science for 6 hours each (20%). (5) activity posture, activity space, etc. 5 minutes, please tell me what to do. Mobile posture, manual analysis, operation analysis and practice. Japanese indoor operation center. During the operation time, there is no limit to the operation time. The educational guidance of the apprentice is very important in the development of the project. The agricultural and woodworking workshops have a "living room" and a classroom in the middle of the room. The concept of "school" is fixed, and the concept of "school" is fixed. Fundamentals are good for improving problems.