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、澳大利亚和经济合作与发展组织国家的新趋势。调查结果显示，西方最初的“校本”观念，甚至自20世纪90年代末以来，在具有平等主义和循规蹈矩文化传统的亚洲国家也在蔓延。表现评估、形成性评估(针对学生的评估)等西方强大的影响在香港、台湾和韩国得到了认可。然而，在某种意义上，这些教师对遇到这样的影响感到尴尬。打开校本课程发展之门的关键是建立支持结构，而校本课程评价是目前公认的以课程为主体的教材和课程型指导思想。在日本的背景下，学校层面的课程评价应该从教学和评价的角度进行讨论，并将其纳入全校教育学。它也应适用于全球知识经济时代的国际教育合作。

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.