A STUDY OF NEW TURNS AND CONCEPTUAL FRAMEWORKS OF SCHOOL BASED CURRICULUM DEVELOPMENT IN ASIA

首先，作者回顾了东亚国家以及英国、澳大利亚和经合组织国家的新趋势。研究结果显示，自20世纪90年代后期以来，西方的“学校本位”概念甚至在具有平等和整合文化传统的亚洲国家蔓延，西方的表现评估，形成性评估（学生评估）等强烈影响在香港，台湾和韩国得到承认。然而，从某种意义上说，这些教师对这种影响感到尴尬。打开SBCD大门的关键是建立支持结构。但强烈建议进行学校（基于课程）评估，因为迄今为止的教科书和类似课程的指南被认为是课程的主要部分。作者探讨了如何相互学习。笔者认为，在日本，学校层面的课程评价应该从教学和评价的角度，从学校教育学的角度来讨论。在全球知识经济时代，国际教育合作也应该运用这一理念。

First of all, the authors reviewed the new trends in East Asian countries, as well as Britain, Australia and OECD countries. The results is that the originally Western concept of 'School Based' is spreading out even in Asian Countries which have cultural tradition of egalitarian and conformity since the late of 1990's.Western strong influences like performance assessment, formative assessment (assessment for pupils) are acknowledged in Hong Kong, Taiwan and Korea. However, in some meaning those teachers are embarrassed to meet such influences. The key to open the door to SBCD is to establish support structure.However School (Based Curriculum) Evaluation is strongly recommended because the so-far textbooks and course of study -like guidelines recognized as a main part of curriculum.The authors investigated how to learn from each other. The author argued what we propose and what the focus point, in short, material and human resources, assessmentaaa and evaluation.In the context of Japan, Curriculum evaluation at the school level should be argued from the perspectives of teaching and assessment into school wide pedagogy. It should be also applied to international cooperation in education in the age of global knowledge economy.