Research and Design for the Curriculum of Learning/Teaching Welfare at School

学校学教福利课程的研究与设计

• 批准号: 15530599
• 负责人: HASEGAWA Yutaka
• 金额: $ 0.83万
• 依托单位: Kyoto Prefectural 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-15530599/
• 关键词: curriculum of learning; teaching welfare; courses of study; the period of integrated study; experiential activities; care workers training system; ボランティア学習; カリキュラム開発; 福祉教育協力校

The purpose of this study is to design for the curriculum of learning/teaching welfare at school, through researching various educational practices and experiential activities. The perspectives acquired were as follows ; 1) as a response to the aging society "the period of integrated study", welfare as one of the issues to study, and specialized subject "welfare" in upper secondary school were set up in the revision of courses of study (the end of 1990s). And learning/teaching welfare at school was supported by enhancing experiential activities and service learning. However undergoing difficulties such as the aged and the disabled felt is done regardless of any school stage, and is not activities on students' own initiative. It is important that students establish the theme and programs of activities spontaneously and independently by teacher's support, and the activities are continuous. 2) setting a specialized subject "welfare" brought about new phase of learning/teaching welfare at upper secondary school stage. When welfare-specialized upper secondary school came into existence, care workers training system had great effects of the school curciculum. From 2004 to the present, I have undertaken curriculum adviser in the welfare course of Minami Yawata High School in Kyoto. By emphasizing care work with revising the act 2007, welfare study at high school was slighted in social work contents.

本研究旨在透过研究不同的教育实务与体验活动，设计学校的学/教福利课程。获得的观点如下：（1）作为对老龄化社会的回应，“综合研究时期”，在修订课程（90年代末）时，将福利作为研究课题之一，并在高中开设了专门的“福利”科目。学校的学/教福利则透过加强体验活动和服务学习来支援。然而，经历困难，如老年人和残疾人的感觉是不分任何学校阶段，并不是学生主动的活动。在教师的支持下，学生自发地、自主地确定活动的主题和方案，活动具有连续性。2)在高中阶段开设“福利”专门科目，开创了福利学/教的新阶段。福利专科学校成立后，护理员培训制度对学校课程产生了很大的影响。从2004年到现在，我在京都的南亚瓦塔高中的福利课程中担任课程顾问。2007年修法强调照顾工作，高中福利学习在社会工作内容中受到轻视。