A Study on the Role of "Association" Movements in the Process which establishes 'Animation' thoughts widely in the fields of School education and Social education in France

“联合”运动在法国学校教育和社会教育领域广泛确立“动画”思想过程中的作用研究

• 批准号: 16530555
• 负责人: IWAHASHI Keiko
• 金额: $ 1.73万
• 依托单位: Shigakukan University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2004
• 资助国家: 日本
• 起止时间: 2004 至 2006
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16530555/
• 关键词: France; animation; association; animateur; social ＆ community education; periscolaire; center de loisirs; travail social; 学校周辺活動; 学業失敗; 学習随伴活動; フランス社会教育; アソシアシオン(NPO); 公契約; フランス教育; 学校課外活動; 社会センター; アニマシオンセンター

This research examined historically the generation and developmental process of the activity called "animation" in France, and analyzed today's present condition. And this research clarified the character and the institutional special feature of the activity based on an "animation" idea. Its attention was paid to the role of the "association" on which was an activity base which produces an "animation" idea at that time.1) The idea of "animation" generated around 1960 was born as part of the national policy as correspondence to both the increase in youth and urbanization. It also had in the essence the role which neutralizes both the ideology and political nature which "popular education" had had since the 19th century. And the system of "animation" has developed focusing on facilities planning and personnel training. In recent years, the "animation" idea attracts attention again as approach to social problems, such as a youth's unemployment problem.2) In institutionalization of an "ani … More mation" idea, the system of the training and qualification for the personnel ("animateur") who bear "animation" activity, was established. The system has two characteristics in the nature. One is that expansion of the kind of "animatour" qualifications for the purpose of meeting the various social needs does not necessarily go to reservation of the quality of labor, but is stimulating subdivision and narrowness of labor rather. The other one is that the "association" which is an "animatour" training organization has extending the base of the activity stuck to the area, or doing one's best in creation of the job needed actually.3) The serious academic under-achievements are social problems since the second half of the 1970s (a lot of students fail in a "Techec scolaire" examination). And fringe activity (activites periscolaires) of school education was made as the measure. An "animation" idea and its activity are greatly taken in by it.That is because something required for the battle with studies failure is not only the support to the studies itself. That is, it is because participating in cultural activities or developing sociality has been recognized to be indispensable to a studies success. In this way, the "animation" idea itself has developed into the idea which includes the new role of "tackling a social problem." Less

本研究从历史上考察了“动画”在法国的产生和发展过程，并分析了今天的现状。本研究从“动画”的角度出发，明确了该活动的性质和制度特色。其关注的是“联想”的作用，在当时，“联想”是产生“动画”想法的活动基础。1) 1960年前后产生的“动画”概念是作为国家政策的一部分诞生的，与青年人口的增长和城市化相对应。从本质上讲，它还具有中和“大众教育”自19世纪以来所具有的意识形态和政治性质的作用。并形成了以设施规划和人才培养为重点的“动漫”体系。近年来，“动画”的理念再次引起人们的关注，作为解决社会问题的方法，比如年轻人的失业问题。2)在“动画化”思想制度化的过程中，建立了从事“动画”活动的人员（“动画师”）的培训和资格认定制度。该制度在本质上具有两个特点。一是为了满足各种社会需求而扩大这种“动画师”资格，并不一定会保留劳动力的素质，反而会刺激劳动力的细分和狭隘。另一种是“协会”是一个“动画师”培训机构，它将活动的基础延伸到该地区，或者尽自己所能创造出实际需要的工作。3)严重的学业落后是自20世纪70年代后半期以来的社会问题（许多学生在“Techec scolaire”考试中不及格）。并以学校教育的边缘活动（activities periscolaires）作为衡量标准。一个“动画”的想法和它的活动被它极大地吸收了。这是因为与学习失败作斗争所需要的不仅仅是对学习本身的支持。也就是说，这是因为参加文化活动或发展社交活动已被认为是学习成功必不可少的。这样，“动画”概念本身就发展成了包含了“解决社会问题”这个新角色的概念。少

项目成果

A Study on the Role of "Association" Movements in The Process which establishes 'Animation' thoughts widely in the fields of School education and Social education in France

“联合”运动在法国学校教育和社会教育领域广泛确立“动画”思想过程中的作用研究

• 发表时间: 2007
• 作者: 佐野秀行;岩田弘三;岩田 弘三;岩田 弘三;佐野 秀行;第6号(印刷中);武内 清(編);油布 佐和子;油布 佐和子;油布 佐和子;Sawako Yufu;Sawako Yufu;Sawako Yufu;油布 佐和子;油布 佐和子;油布 佐和子;岩橋 恵子;岩橋 恵子;Keiko Iwahashi;Keiko Iwahashi;岩橋 恵子;岩橋 恵子;岩橋 恵子 他;岩橋 恵子(分担執筆);Keiko Iwahashi
• 通讯作者: Keiko Iwahashi

Fringe activities (Periscolaire) of school education and the Role of "animateur" in France

学校教育的边缘活动（Periscolaire）和法国“动画师”的角色

• 发表时间: 2007
• 期刊: An Analysis of More Complex Problems of Education and Research of Remedial measures in France
• 作者: 佐野秀行;岩田弘三;岩田 弘三;岩田 弘三;佐野 秀行;第6号(印刷中);武内 清(編);油布 佐和子;油布 佐和子;油布 佐和子;Sawako Yufu;Sawako Yufu;Sawako Yufu;油布 佐和子;油布 佐和子;油布 佐和子;岩橋 恵子;岩橋 恵子;Keiko Iwahashi;Keiko Iwahashi
• 通讯作者: Keiko Iwahashi

社会教育・生涯学習辞典(アニマトゥール、アソシアシオン他4用語担当)

社会教育/终身学习词典（负责Animatur、Associación和其他4个术语）

• 发表时间: 2007
• 作者: 佐野秀行;岩田弘三;岩田 弘三;岩田 弘三;佐野 秀行;第6号(印刷中);武内 清(編);油布 佐和子;油布 佐和子;油布 佐和子;Sawako Yufu;Sawako Yufu;Sawako Yufu;油布 佐和子;油布 佐和子;油布 佐和子;岩橋 恵子;岩橋 恵子;Keiko Iwahashi;Keiko Iwahashi;岩橋 恵子;岩橋 恵子;岩橋 恵子 他;岩橋 恵子(分担執筆)
• 通讯作者: 岩橋 恵子(分担執筆)

パリで学ぶ子どもたち-保育学校から高校まで-

在巴黎读书的孩子——从幼儿园到高中——

• 发表时间: 2005
• 作者: 著者 パリ市・情報コミュニケーション総局;訳者 岩橋恵子
• 通讯作者: 訳者 岩橋恵子

Ecomuseum : it is the place where the intelligences of people are nurtured locally

生态博物馆：是当地培养人们智慧的地方

• 发表时间: 2007
• 期刊: Bulletin of the Japan Society for the Study of Adult and Community Education 43
• 作者: 劉 兆偉 王 智新;他;藤澤 健一;王 智新;金 大容;余 子侠;高 仁淑;池田賢市;夏目達也;岩橋恵子;Keiko IWAHASHI
• 通讯作者: Keiko IWAHASHI