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A Comparative Study on Meritocracy Between Japan and Singapore

日本与新加坡精英政治比较研究

基本信息

批准号：
15530550
负责人：
HIDA Daijiro
金额：
$ 2.37万
依托单位：
University of the Sacred Heart
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

Japanese society in the past was a meritocratic society. Children were motivated to learn. The higher they achieved in their schools, the higher socio-economic status they attained.But today the situation has dramatically changed. As an outcome of the Japanese "progressive" curriculum reforms in 1990s, our children find their curriculum easy and enjoyable. However they lose their zest for study and don't study hard. There are some hypotheses explaining their flagging interest in study and decreased motivation for learning.First of all, the number of attractive full-time jobs has shrunk, making the job market unable to motivate high school students to study hard. Also, because there are wider and easier entrances to higher and further education, tertiary education fails to motivate high school students, neither.Secondly, in metropolitan areas, one fourth of male high school graduates don't work and don't proceed to tertiary education. To them, both learning and educational qualification do not seem to be useful for getting money.Moreover in Metropolitan areas, pupils have no time to study. They are busy getting and spending money.However our research result shows that the percentage of students in Singapore, who agree that lessons are interesting, largely exceeds that of Japan (Singapore=64%, Japan=40.0%). The difference between the percentages is especially huge in Track 5, with Japan and Singapore scoring 37.1% and 78.8% respectively, showing that lower-rank industry-course high schools in Japan has failed in making their lessons interesting. Main factor of this difference is that strong relevance between the contents of learning and students future job exist in Singapore but not in Japan.

过去的日本社会是一个精英社会。孩子们有学习的动力。她们在学校里取得的成绩越高，她们的社会经济地位就越高，但今天情况发生了巨大变化。作为日本90年代“渐进式”课程改革的成果，我国的儿童在学习过程中感到轻松愉快。然而他们失去了学习的热情，不努力学习。对于他们学习兴趣的减退和学习动力的减弱，有一些假设可以解释。首先，有吸引力的全职工作的数量减少了，使得就业市场无法激励高中生努力学习。此外，由于高等教育和继续教育的入学机会更广、更容易，高等教育也未能调动高中生的积极性;第二，在大都市地区，四分之一的男性高中毕业生没有工作，也没有继续接受高等教育。对他们来说，学习和学历似乎都不是赚钱的好办法，而且在大都市地区，学生没有时间学习。然而，我们的调查结果显示，新加坡学生认为课程有趣的比例大大超过日本（新加坡= 64%，日本=40.0%）。在第五轨道中，日本和新加坡的分数分别为37.1%和78.8%，这表明日本的低级别工业课程高中未能使课程变得有趣。造成这种差异的主要原因是，在新加坡，学习内容与学生未来的工作之间存在着很强的相关性，而在日本则没有。