A SOCIOLOGICAL STUDY OF THE ENTRANCE EXAMINATION

本文基于生活史学的研究方法，对日本高中教师文化与高考制度的关系进行社会学研究。这是一项基于非结构化访谈的研究，对象是19名男性高中教师，年龄从34岁到70岁不等。本研究涵盖的议题范围包括：1)教师工会；2)高中文化；3)个人生活史。1)教师工会：年龄是参与教师工会活动的重要因素。教师参与任何工会活动，在他们的生命历史上都是有意义的。2)高中文化：高中文化在质上是多样化的。高中文化分为五种类型：1.城市高中，2.地方名校，3.新建高中，4.“垫底”高中，5.职业高中3)个人生活史：高中教师的生活史是多样化的。根据管理与教师工会和教与学两个因素之间的横截面，将多样化的生活史分为四种类型。这四种类型包括1)教学型管理型，2)教学型教师工会型，3)学习型专家型，4)学习型管理型。综上所述，本研究是一种社会学研究，引用了教师自己关于他们的生活和高中生活的“声音”。

This is a sociological study of the relationship between high school teacher culture and the entrance examination system in Japan based upon the life history approach. It is an unstructured interview-based study of 19 male high school teachers aged from 34 through 70 at the time of the interviews. The topic areas covered in this study include 1) teachers' union, 2) High school culture, and 3) personal life histories.1) Teachers' Union :Age is an inportant factor for being involved in teachers' union activities. Teachers' involvement in any union activities has been meaningful for the teachers in their life histories. Teachers' attitude toward the union changes by aging and social relations in their high schools.2) High school culture :High school culture is diversified qualitatively. High school culture is classified into five types that include 1. Urban High School, 2. Local Prestigious High School, 3. Newly Established High School, 4. "Bottom" High School, 5. Vocational High School3) Personal Life Histories :High school teachers are diversified in terms of their life histories. The diversified life histories are classified into four types by the cross-section between two factors such as 1) Administration vs. Teachers' union and 2) Teaching vs. Learning. The four types include 1) Teaching-Oriented Administration type, 2) Teaching-Oriented Teachers' Union type, 3) Learning-Oriented Expert type, and 4) Learning Oriented Administration type.In summary, this study is a sociological study of "insiders" in high schools by quoting teachers' own "voices" about their lives and high schools.