A research on the transition of the classroom-teacher arrangement and the change in classroom teaching

本研究得出以下结论：(1)教师课堂安排的理想类型有两种，即“年级固定系统”和“小组固定系统”。关于日本近代小学的历史，人们认为，在日本近代学校制度的初始阶段，年级固定制被广泛采用，作为课堂教师安排的基本形式。但是，明治二十四年引入新的班级(小学生小组)组织制度后，“群体凝视制”迅速流行起来，并在短时间内被认为是理想的课堂教师安排类型。但由于战时人才短缺，再加上战后民主化的影响，“群体凝聚制”难以维持。继承了系统的教育思想，即通过调整课堂和学校的人际关系来进行人格建设，因此…更多的是在后来被称为“特殊活动”的课程领域进行的。(2)从2003年的调查来看，每年定期调整课堂教师的学校比例(一年一次)略高于40%。全国哪831所小学填写了调查问卷。调查还表明，近5年来，重新安排的时间迅速缩短。(3)通过对松本市民初至昭和战前这一术语的公共文献的研究，证明了课堂教师的重新安排周期有逐渐延长的趋势，最后，同样的教师通过从入学到毕业的一段时间来负责同一个班级，这是完全的固定。结果，我们澄清了加强师生关系的思想的形成过程和崩溃，和孩子们在课堂上受到教师的凝视系统，后来又在新课程领域中被命名为“特殊活动”。较少

The following result could be given by this research.(1)It is said that there are two kinds of classroom-teacher arrangement as ideal types, "the grade fixation system" and "group fixation system". As for the elementary school history of modern ages in Japan, it is thought that in the initial stage of the modern school system in Japan the grade fixation system was adopted widely as a basic form of classroom-teacher arrangement. But, after the introduction of the new organization system of class(a pupil group) at the 24th year of Meiji era, "group fixation system" became rapidly popular and in short time that was thought as the ideal type of the classroom teacher arrangement. But it was hard to maitain "group fixation system" by shortage of talented teacher in the days during and, in addition, by the postwar democratization after the war. The education ideology of the system, "the charactor building through adjustment of the human relations in classroom and school" was succeeded to, so … More that it might be pursued in the curriculum area that was afterward called by "special activities."(2)The percentage of schools in which the classroom teacher are rearranged periodicaly in every year(1 year arragement) was a little over 40% from the investigation in. which 831 elementary schools in the whole country filled out the questionnaire. the investigation also showed that in late 5 years the term of rearrangement is rapidly shortened.(3)Through reaearch of the public documents of the term from the early Meiji era to Showa prewar era which are stored in Matsumoto City Musium "kyu-Kaitigakkou", it is proved that there are the tendency that the cycle of rearragemet of classroom teacher turns gradually longer and at last it was not exceptional that same teachers were in charge of same classes through a term from entrance to graduation, that's full "fixation".As the result, we have cleared the process of formation and the collapse of the thought, which is to strengthen relationship between teachers and children, and children in classrooms by classroom teacher fixation system and, later, the new curriculum field, named "special activities". Less