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A SOCIOLOGICAL STUDY OF THE ENTRANCE EXAMINATION

高考的社会学研究

基本信息

批准号：
07451054
负责人：
TSUKADA Mamoru
金额：
$ 1.54万
依托单位：
Sugiyama Jogakuen University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1996
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07451054/
关键词：
high school culture life history high school teachers personnel transfer and "promotion"Teachers' union high schools in Aichi Prefecture the entrance examination interview study 高校男性教育愛知の教師受験指導学校タイプ担任団管理職

项目摘要

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.

这是一项基于生活史方法对日本高中教师文化与入学考试制度关系的社会学研究。这是一项基于非结构化访谈的研究，调查对象是19名年龄在34岁至70岁之间的高中男教师。本研究涵盖的主题领域包括：(1)教师工会；(2)高中文化；(3)个人生活经历。1)教师工会：年龄是参与教师工会活动的一个重要因素。教师参与任何工会活动对教师的一生都是有意义的。高中教师对工会的态度随着年龄和社会关系的变化而变化。2)高中文化：高中文化具有质的多样性。高中文化分为五种类型，包括：1。城市高中，2；当地名牌高中，3。新建高中；“底层”高中，5分。个人生活经历：高中教师的生活经历是多种多样的。根据行政与教职员工会、教学与学习这两个因素的横截面，将多元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，本研究是对高中“圈内人”的社会学研究，通过引用教师自己对生活和高中的“声音”。