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A Sociological Research on Educational Reform and Restructuring the Educational Process

教育改革与教育过程重构的社会学研究

基本信息

批准号：
04610139
负责人：
FUJITA Hidenori
金额：
$ 0.9万
依托单位：
University of Tokyo
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1993
项目状态：
已结题

项目摘要

Since 1980s, radical educational reforms have taken place in many advanced countries, trying partly to solve various contradictions and functional inefficiencies of the expanded educational system and partly to cope with the new educational demands which emerged along with such social changes as the rise of information age and the globalizing economy. Japan is no exception. This research intended to investigate what kinds of reform policies and programs have been adopted in Japan, what kinds of philosophy and ideology there are behind them, how those policies and programs have changed and will change the forms, functions and daily practices of teaching and learning, and what kinds of impacts those reforms will have on life environments of children and youths. Some of the major research results and findings are as follows :(1)The current educational reform movements since 1980s, which may be considered as third major educational reform in the Japanese history of modern schooling, have been guided by the peculiarly mixed ideology of individualism, elitism and progressivism. The guiding principles and slogans of reforms are individualization of learning, expansion of choice, and deregulation.(2)Ther are similarities and differences among current reform movements in Japan, UK and USA.There are common tendencies toward privatization and marketization of education in these three countries. Individuality is emphasized and efficiency is devalued in Japan ; whereas excellence and efficiency are emphasized in other two countries.(3)The research examined theoretically how these reforms and changes may restructure the practices of teaching/learning and undermine the community of school and region and the public nature of schooling.

自20世纪80年代以来，许多发达国家进行了激进的教育改革，部分是为了解决扩大的教育体系的各种矛盾和功能效率低下的问题，部分是为了应对随着信息时代的到来和经济全球化等社会变化而出现的新的教育需求。日本也不例外。本研究旨在调查日本采取了什么样的改革政策和方案，其背后有什么样的哲学和意识形态，这些政策和方案如何变化，将如何改变教与学的形式、功能和日常做法，以及这些改革将对儿童和青少年的生活环境产生什么样的影响。主要研究成果和发现如下：(1)20世纪80年代以来的教育改革运动是日本现代教育史上的第三次重大教育改革，其指导思想是个人主义、精英主义和进步主义的特殊混合。改革的指导原则和口号是个性化学习、扩大选择和放松管制。(2)日本、英国和美国当前的教育改革运动既有相同之处，也有不同之处，这三个国家在教育私有化和市场化方面有共同的趋势。在日本强调个性，贬低效率；而在其他两个国家则强调卓越和效率。(3)本研究从理论上考察了这些改革和变化可能如何重组教/学的实践，破坏学校和地区的共同体以及学校的公共性质。