Research the curriculum development in the junior-senior consistent education school system

第六年的高中教育学校分为三种类型。（1）the secondary education school system， （2）the annex junior to senior high school system，（3）the cooperating with junior and senior high school system。每所学校都在以自己的方式进行课程。我研究了一所特别先驱六年的高中教育学校，并澄清了以下内容。（1）什么课程结构应该建立起来，这样六年的高中教育学校才能一致地教育初中的高中和高中呢？我引用了现实，分析了它，并澄清了含义和困难。（2）我付了一门课的注意力。这是一种被称为职业教育的教育。我清楚了这个课程是如何在六年的高中教育学校结构化的。（3）在这个学校系统中，这是一个特点，在初中高中和高中之间没有入学考试。在许多六年高年级教育学校，各种devi ... More 有些人从保证考试中的学术注意事项的角度中做了出来，我分析了课程的现实情况，因为它的功能已经足够了。为了达到上面，我们就完成了后续工作。（1）MIZUHARA专业人员调查了主要是公立六年的高中教育，并调查了学校，他们开发了具有高于目标角度的特点的课程。MIZUHARA Professor被认为是可用课程的理想方式。（2）TANIGUCHI协理教授对国家附属学校的六年高中教育学校进行了实地调查，并分析了这些学校的课程发展情况。（3）我们通过邮寄的实地调查收集了学校的数据，并分析了六年高中教育学校的课程发展情况。MIZUHARA·TANIGUCHI实验室的研究生参与了我们的研究，而且，在补充中，他们贡献了对全部数据的分析。我们在课程中支付了对时间表、每个主题内容、提取活动和总体结构的关注。特别是，我们支付了一门课程，因为初级高中的课程被高级高中换了。Less（低）

The six-year high school education school is divided into three types. (1)the secondary education school system, (2)the annex junior to senior high school system (3)the cooperating with junior and senior high school system. Each school has progressed the curriculum with the trait. I researched the especially pioneering six-year high school education school, and clarified the following.(1)What curriculum structure was set so that the six-year high school education school may consistently educate the junior high school and the high school? I suited the realities, analyzed it, and clarified the meaning and the difficulty.(2)I paid attention to one curriculum with the trait. It is a so-called career education. I clarified how the curriculum was structurized in the six-year high school education school.(3)In this school system, it was a feature that there was no entrance exam between the junior high school and the high school. In a lot of six-year high school education schools, various devi … More ces have been done from the angle of securing the scholastic attainments instead of the entrance exam. I analyzed the realities of the curriculum whether it functioned enough.To achieve the above, we have done the following.(1)The MIZUHARA professor investigated mainly a public six-year high school education, and surveyed the schools that developed the curriculum with the trait from the above-mentioned target angle. The MIZUHARA professor considered the ideal way of the available curriculum.(2)The TANIGUCHI associate professor did the field survey centering on the six-year high school education school of a national attachment, and analyzed the curriculum development of these schools.(3)We collected the data of the schools by mailing besides the field survey, and analyzed the curriculum development of the six-year high school education schools. Postgraduates in the MIZUHARA・TANIGUCHI laboratory participated in our research, and, in addition, they contributed to the analysis of the data in total. We paid attention to the timetable, each subject content, extracurricular activities and the overall structures in the curriculum. Especially, we paid attention to the curriculum that the junior high school exchanged with the senior high school. Less