A Comprehensive Study on the Practices and Structures of Holistic Educational Reform

整体教育改革的实践与结构综合研究

• 批准号: 13410091
• 负责人: KIKUCHI Eiji
• 金额: $ 8.96万
• 依托单位: National Institute for Educational Policy Research
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 2001
• 资助国家: 日本
• 起止时间: 2001 至 2003
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-13410091/
• 关键词: Holistic; Educational Reform; Fluctuation; Neo-liberalism; Busy-ing ("tabouka"); ホリスティックな知; 近代性; つながり; 聴く; 多忙感; 関係性; 自己組織性; 臨床の知; 教師の同僚性; 教育の近代性

In this fiscal year, we analyzed the data collected through a nationwide questionnaire for the headmasters and the teachers at the public junior high schools, and also examined the conceptual meanings and social implications of holistic educational reform.Various reform practices are classified in three areas, ie. 1) local community and alternative learning facilities, 2) primary schools and junior high schools, 3) senior high schools, and are evaluated from a viewpoint of effectiveness and deepness as holistic educational reform.The main findings are suggested as the following.1.As the neo-liberal and neo-conservative educational reform has been carried out, institutional discrimination has been extended and diffused. In this way, the essential function of education in Japan has been weakened and various infrastructures which concern learning, life and growth were steadily collapsed.2.Even the people who accept the reform positively in the past become to raise an objection on the plan … More of the educational reform. Between the side which drafts a policy and the side which is engaged in the educational practices, the trust relation has begun to receive a damage. It is suggested that the education reform in these days brings about the busy-ing ("tabouka") of the teachers and diminishes the collaborative collegiality among them, through analyzing the distress written by approximately 3,000 teachers in qualitative way.3.By analyzing various fluctuation ("yuragi") of the junior high school education, we reached the following conclusion. That is, we have to throw away the dominant story and overcome an structural difficulties. For its purpose, it is important to refine the theory on the essence of "human development" and to promote reflective/flexible dialogue.4.Already, the "bud" of the holistic educational reform, which is peculiar to my country, is surely beginning to appear. This study shows that it is indispensable to "listen" politely to these practices and structural realities of educational society. In the future, it may become a key factor to extract some common features of the various reform areas and to refine the measures by which a colleague or peer make the solidarity. Such a innovation may become possible only if we know more deeply and penetrate the relation with society, human beings and true self. Less

本年度，我们对全国公立初中校长和教师的问卷调查数据进行了分析，并对整体教育改革的概念意义和社会意义进行了探讨。1)本研究从整体教育改革的效果和深度两个方面，探讨了新自由主义和新保守主义教育改革的实施过程中，制度性歧视的扩大和扩散。这样，日本教育的基本功能被削弱，各种与学习、生活和成长有关的基础设施被不断地破坏。2.即使是过去积极接受改革的人，也开始对这一计划提出反对意见 ...更多信息 教育改革。在制定政策的一方和从事教育实践的一方之间，信任关系开始受到损害。通过对近3,000名教师所写的苦恼问卷进行定性分析，认为近年来的教育改革导致了教师的忙碌（“塔布卡”），削弱了教师之间的合作性。3.通过对初中教育的各种波动（“柳木”）进行分析，得出以下结论。也就是说，我们必须抛弃占主导地位的故事，克服结构性困难。为了达到这一目的，必须完善关于“人的发展”的本质的理论，并促进反思性/灵活性对话。4.我国特有的全面教育改革的“萌芽”已经开始出现。这项研究表明，礼貌地“倾听”这些做法和教育社会的结构性现实是不可或缺的。今后，从各个改革领域中提取一些共同特征，并改进同事或同行团结一致的措施，可能成为一个关键因素。只有我们更加深入地认识并穿透与社会、与人、与真实自我的关系，这样的创新才有可能成为可能。少

项目成果

菊地 栄治: "ほんものの教育改革のための一歩を踏み出す"子どものしあわせ. 625. 32-37 (2003)

Eiji Kikuchi：“迈向真正的教育改革”儿童的幸福。 625. 32-37 (2003)

菊地 栄治: "<まなざし>の転換を切望する-岐路に立つ不登校対策と学校づくり-"悠. 19・11. 88-89 (2002)

菊地英二：“渴望改变观点——逃学对策和十字路口的学校发展”Yu 19・11（2002）。

菊地 栄治: "教育改革の<公共性>と公教育の未来像-中学教師たちの声を聴く-"教育展望. 49・1. 22-29 (2003)

菊地英二：《教育改革的公共性与公共教育的未来愿景——倾听初中教师的声音》《教育展望》49・1（2003）。

菊地 栄治: "語られる教育改革の果てに"子どものしあわせ. 624. 27-33 (2003)

菊地英二：“教育改革结束时儿童的幸福”。624. 27-33 (2003)。