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

亚洲校本课程开发的新转折和概念框架研究

• 批准号: 12680216
• 负责人: ARIMOTO Masahiro
• 金额: $ 2.18万
• 依托单位: National Institute for Educational Policy Research in Japan (2001-2002)Oita University (2000)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2002
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12680216/
• 关键词: SBCD; CURRICULUM EVALUATION; ASSESSMENT; RESOURCES; KNOWLEDGE ECONOMY; LESSON STUDY (JYUGYO KENKYU); SCHOOL RESEARCH THEMES; MULTIPLE INTELLINENCES(MI); 教育実践開発; 校内研修; 社会文化; 教育研究開発

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.

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。结果是，即使在1990年代末以来具有平等和顺从的文化传统的亚洲国家，最初的西方概念也在传播，即自1990年代末以来。诸如绩效评估，形成性评估（对学生的评估）的强大影响力在香港，台湾和韩国都得到了认可。但是，在某些意味着那些老师会遇到这种影响而感到尴尬。为SBCD打开大门的关键是建立支持结构。强烈建议您对学校（基于课程）评估，因为SO -FAR教科书和类似于课程的指导方针被认为是课程的主要部分。作者研究了如何相互学习。作者争论了我们提出的建议，以及简单，物质和人力资源，评估和评估的重点点。它也应应用于全球知识经济时代的国际教育合作。

项目成果

有本 昌弘: "教育開発のための授業評価からみた学校診断-ベトナムでの初等カリキュラムの作成支援の経験をもとに-"国際教育協力論集. 5(2). 17-23 (2003)

有本正宏：“从教育发展的课程评估角度进行学校诊断——基于越南支持基础课程创建的经验——”《国际教育合作杂志》5(2)。

Arimoto, M: "A Trial of break-down of assessment for integrated study"integrated study. 17. 10-13 (2002)

Arimoto，M：“综合研究评估分解的尝试”综合研究。

有本 昌弘: "総合的学習に向けたアセスメント(評価)の整理"総合学習. 17. 10-13 (2002)

有本正宏：“组织综合学习评估”综合学习。17. 10-13 (2002)。

有本昌弘: "少人数学習の効果と課題"少人数,習熟度.ティームティーチング実践事例集. 208-216 (2003)

有本正宏：《小组学习的效果和问题》小组教学实践实例集208-216。

Arimoto, M.: "Challenges and Prospects of Teacher Education Colleges and Institutions in Japan"Reform of Teacher Education in the Asia-Pacific in the New Millennium : Trends and Challenges. (2003)

有本，M.：“日本教师教育院校和机构的挑战与前景”新千年亚太地区教师教育改革：趋势与挑战。