Project-based Learning through Integrating Curriculum and School System Development

本研究项目的主题是通过整合大阪一所公立小学的课程来设计基于项目的学习。项目式学习的设计基于扩张性学习的概念，其对象是社会生产实践或社会现实世界。广泛性学习的目标是知识和技能的建构和应用。根据活动理论，我们正试图创造一种新的、扩展的学习活动的教学结构，并推进超越制度界限的学习网络，使学校成为变革的协作媒介。因此，我们的项目密切关注教师工作中的扩张性学习以及教师在学校变革中的发展。从这个意义上说，我们的项目是基于教师发起的，自下而上的交流方式在学校现场。该项目利用干预研究的方法论工具。我们在一所学校实施了这样的课程，试图促进教师集体努力来分析、反思、批评和讨论他们现有的工作和组织。本项目的研究结果清楚地表明，离散课程的时间结构和相对较短的标准化工作时间序列是通过综合课程解决基于项目的学习协作课程工作的核心问题。此外，根据我们对项目的分析，必须克服学校作为封装单元的功能。基于项目的学习整合了课程，超越了预先定义的知识和技能的传授，这就要求教师扮演新的角色，刺激、促进和调解孩子们的互动。它利用广泛的学习资源和各种人力物力资源，与校外积极参与学习的人建立先进的学习社会网络。

The theme of this research project is the designing of project-based learning through integrating the curriculum at a public elementary school in Osaka. The designing of project-based learning is based on the concept of expansive learning whose object is the societal productive practice or the social real world. The object of expansive learning is the construction and the application of knowledge and skills. In the light of activity theory, we are trying to create a new, expanded pedagogic structure of learning activity and advance networks of learning that transcend institutional boundaries and turn the school into a collaborative agent of change. Therefore, our project is closely concerned with expansive learning in teachers' work and their development in school changes. In this sense, our project is based on a teacher-initiated, bottom-up communication approach at the school site.The project utilizes the methodological tools of intervention research. We implemented such sessions in a school as an attempt to facilitate the teachers' collective efforts to analyze, reflect, criticize, and discuss their existing work and organizations. The findings of our project clearly show that the temporal structure of discrete lessons and relatively short standardized work time sequences are the central problems to solve for collaborative curriculum work of project-based learning through integrated curriculums. Moreover, based on our analysis of the project, it is imperative to overcome schools that function as encapsulated units. Project-based learning that integrates curriculums and goes beyond the transmission of predefined knowledge and skills requires new roles for teachers to stimulate, facilitate, and mediate their children's interactions. It uses a broad spectrum of learning resources and a variety of human and material recourses to create advanced social networks of learning with people outside the school who are actively engaged in it.