Research on analysis of the curricula of agriculture education at upper secondary schools, and positioning of training

高中农业教育课程分析及培养定位研究

• 批准号: 15530568
• 负责人: OHKOCHI Nobuo
• 金额: $ 1.41万
• 依托单位: Chiba 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 2005
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530568/
• 关键词: Agricultural education; Analysis of curriculum; Comprehensive training; Upper secondary education; Mode of training; カリキュラム分析; 実習評価; 実習の評価法

The authors analyzed the curriculum tables of the subjects of study about agriculture shown in the upper secondary school survey in the 2000 fiscal year. Consequently, as compared with the 1990 fiscal year, the feature of a curriculum showed clearly that the following "diversification" is keyword, (1) Diversification of a subject-of study name, (2) It is usually diversification of the combination of general subjects and vocational subjects, (3) Diversification of selection between vocational subjects, (4) Diversification of the vocational subjects which are not shown in the course of study for upper secondary schools.The authors analyzed about the questionnaire for "comprehensive training." Many schools answered that the purposes of "comprehensive training" is "an agricultural practical technique is studied", "agricultural experience is repeated" and "confirmed the knowledge of a lesson". There were few schools which choose the item aiming at agricultural successor training. The school which has not included the training in farmhouse in a part of "comprehensive training" occupied 36.4% of the whole.On the other hand, the school which answered "comprehensive training is necessity because of maintenance of a school farm" was 11.9%.A spread of the income differential between an agricultural pursuer and industrial laborer is contradictory to the idea of Agriculture Basic Law, and it is concluded that the teleology of agricultural education was also affected at the same time agricultural education is strongly influenced of agricultural policy in the economic high-growth era by an agrarian reform term after World War II. The purpose of agricultural education originates in the restrictions on agricultural policy, serves as farmhouse children's education, and did not function as training of an agricultural successor. It was guessed that the comprehensive training in agricultural education was not able to slip out of this framework, either.

本文对2000财政年度高中农业专业课程表进行了分析。因此，与1990财年相比，课程的特点清楚地表明，以下“多样化”是关键词：(1)学科名称的多样化，(2)通常是普通学科与职业学科组合的多样化，(3)职业学科选择的多样化，(4)高中课程中没有显示的职业学科的多样化。作者对“综合训练”问卷进行了分析。许多学校回答说，“综合培训”的目的是“一次农业实用技术的学习”、“一次农业经验的重复”和“一次知识的确认”。针对农业后继人才培养项目的学校较少。未将农家乐培训纳入“综合培训”的学校占36.4%。相反，回答“为了维持学校农场，有必要进行综合培训”的学校占11.9%。农业追求者与产业劳动者收入差距的扩大与《农业基本法》的理念相矛盾，同时农业教育的目的论也受到了二战后土地改革时期经济高增长时期农业政策的强烈影响。农业教育的目的源于农业政策的限制，是对农家子弟的教育，而不是对农业接班人的培养。据推测，农业教育的综合培训也无法脱离这一框架。