Curriculum Design for Japanese Lower Secondary Technology Education and Its Assessment of Pupils' Self-reflective Thinking

第一个目的是为日本初中技术教育设计一个以学校为基础的课程，重点关注学生的自我反思学习活动。二是利用无线局域网系统开发支持学生自我反思学习活动的系统，并将其与课程改进联系起来。在这个案例研究中，我们的研究对象是九越教育大学附属初中的八年级学生，他们在必修的技术和家政教室学习。每次作业结束后，学生们都会反思这堂课的付出，并通过联网的个人数字辅助进入课堂。并对学生输入的数据进行了讨论，讨论了如何规划下节课，如何改进教学过程。这些动作一直重复到最后一次作业。从以下几个方面对本研究的结果进行了总结：1。本系统的目的是将学生的自我评价信息上传到web服务上，并与学生和教师共享。本系统使用Internet Information Services 5.0的功能之一“Internet Database Connector”对ODBC数据库进行更新。我们使用Microsoft Access 2000作为数据库软件。“计划课程”改变的关键是学生们担心自己是否有能力设计和制作一个独特的交流工具。通过模块3的扩展和课程作业的详细支持，学生可以根据课程背景完成他们的产品。因此，确定课堂上发生了什么对课程改进至关重要。通过这样做，关注学生的自我反思活动，以确定课堂上发生了什么，这对设计校本课程非常有帮助。

The first purpose is to design a school-based curriculum for Japanese lower secondary technology education focused on pupils' self-reflective learning activities. The second is to develop a system to support pupils' self-reflective learning activities and to associate them with curriculum improvement by using wireless LAN system. In this case study, we focused on Grade 8 pupils in a compulsory technology and homemaking classroom in the Lower Secondary School Attached to the Joetsu University of Education. After every coursework, pupils reflected on the effort of this class and entered it by network-connected personal digital assistance. And, the data entered by them was discussed what and how to plan next class and to improve teaching and learning process. These actions had been repeated till the last coursework. From after viewpoints, the results of this study were summarized as follows;1.System developmentThe purpose of this system is to upload pupils' self-assessment information on the web service and to share it with pupils and teachers. This system could update ODBC Database using 'Internet Database Connector', one of the function of Internet Information Services 5.0. We used Microsoft Access 2000 as Database software.2.Case studyThe key point in change of 'planned curriculum' was pupils' worrying about their capabilities of designing and making a unique communicating tool. Pupils could finish their product, by the extension of Module 3 and detailed support for the coursework depending on the context of classes. Therefore, identifying what is going on in a class is essential to a curriculum improvement. In doing so focusing on pupils' self-reflective activity to identify what is going on in class is very helpful on designing a school-based curriculum.