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Models of the Roles of Coordinators for the Curriculum Development of "Period for Integrated Studies"

“融学期”课程开发协调员的角色模式

基本信息

批准号：
15500633
负责人：
KIHARA Toshiyuki
金额：
$ 1.6万
依托单位：
Osaka City University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2004
项目状态：
已结题

项目摘要

Teachers in elementary and secondary schools has been trying to plan, conduct and assess the curriculum of "Period for Integrated Studies" since new Course of Study was notified in Japan. This research aimed to describe ideas and behaviors of curriculum coordinators who played important roles for the development of "Period for Integrated Studies".In 2003, to be engaged in ease studies, we visited 2 schools several times which had curriculum coordinators for the development of "Period for Integrated Studies". In those schools, we tried participant observations of partnership teaching between the coordinator and his/her colleagues and had some interviews with them about their dilemma, coordination strategies, life stories and so on.In 2004, to make a comparative study we visited elementary and secondary schools in London, UK At those schools, we also did the same participant observations and interviews as at the schools in Japan. As a result, we got some information about different types of coordination. For example, in a certain elementary school, a female curriculum enrichment coordinator used cross-curricular approach with her colleagues and produced a new type of lesson, which consisted of music, art, history and physical education. In another elementary school, teachers participated in the project which was managed by National Gallery and established a kind of cross-curricular approach.We compared Japanese eases with those in UK and clarify common and different points between them. As a conclusion, we made a model of the role of coordinators in developing school-based integrated curriculum.In both 2003 and 2004, we made some presentations at annual academic conferences of Japanese Society of Educational Technology and Japan Association for Educational Media Study and so on. Additionally in 2004, we made a report about our findings.

日本自公布新课程以来，中小学教师一直在努力规划、实施和评估“综合学习期”课程。本研究旨在描述在“综合课程”发展过程中扮演重要角色的课程协调员的观念与行为，并于2003年，为从事“综合课程”的研究，多次走访两所设有“综合课程”课程协调员的学校。2004年，为了进行比较研究，我们访问了英国伦敦的小学和中学，并与日本的小学进行了同样的参与式观察和访谈。结果，我们得到了一些关于不同类型协调的信息。例如，在某所小学，一名女性课程充实协调员与她的同事一起采用跨课程办法，编制了一种新的课程，其中包括音乐、艺术、历史和体育。在另一所小学，教师参与了由国家美术馆管理的项目，建立了一种跨课程的方法，我们比较了日本和英国的案例，阐明了它们之间的共同点和不同点。2003年和2004年，我们分别在日本教育技术学会、日本教育媒体研究会等的学术年会上做了报告，并于2004年对研究结果进行了报告。