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A Japanese-French comparative study on discussion about the reorganization and integration of subject-the integration and specialization of subject in "discover the world", "social studies", "science education", "technology Education"-

日法比较研究探讨学科重组与整合——“发现世界”、“社会研究”、“科学教育”、“技术教育”学科的整合与专业化——

基本信息

批准号：
13610290
负责人：
UESATO Masao
金额：
$ 1.86万
依托单位：
University of Yamanashi
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2004
项目状态：
已结题

项目摘要

The Technology subject in French general education in primary school are "Discover the world" for the first and second grade and "Science and Technology" for the third, fourth and fifth grade. "Discover the world" is a new subject who was introduced in 1995, until this period, the subject was the same for all classes in primary school and was called "Science and technology". The name of the subject changed but the educational content was the same as before. There is a strong connection between Technology and this new subject ; the actual content is specially focused on Science Technology environment. "Science and Technology" have the same content as before, concretely the content is a synthesis between science education and Technology education. In Junior High School the content of science education and technology education are specialized into two subjects, so Technology education became a proper, formed subject who is touched only in Junior high school. These subjects were influenced by recent educational reform in France. "Discover the world" is an integrated subject, "Science and Technology" a synthesized subject and "Technology" a specialized subject. The content of technology is divided into three subjects but it has a logical sequence because their educational content has a production process, a systematic and a scientific content as technology education. On the other hand technology education is integrate, synthesis because of the children life conception that is a spotlight in recent French educational reform(Jospin reform). In other words the modern technology education in French general education get over the dualism between "Scientific" "Systematic" and "Life conception for children" on didactic, to focus on both points. On conclusion technology education is a basis of "Scientific and Systematic" but it is also important to focus on "Life conception for children".

法国小学通识教育中的技术科目是一、二年级的“发现世界”和三、四、五年级的“科学与技术”。“发现世界”是一个新的主题谁是在1995年推出，直到这一时期，该主题是相同的所有班级在小学，并被称为“科学和技术”。课程名称变了，但教育内容和以前一样。技术与这门新学科之间有着密切的联系，实际内容特别关注科学技术环境。“科学与技术”的内容与以往相同，具体而言，是科学教育与技术教育的综合。在初中阶段，科学教育和技术教育的内容被专门划分为两个学科，技术教育也就成为了一门只有在初中阶段才能触及的正式的、成型的学科。这些科目受到法国最近教育改革的影响。“发现世界”是一门综合性学科，“科学技术”是一门综合性学科，“技术”是一门专业性学科。技术教育的内容分为三个学科，但又有其逻辑顺序，因为它们的教育内容与技术教育一样具有生产过程性、系统性和科学性。另一方面，法国教育改革（若斯潘改革）中的一个亮点是儿童生命观，技术教育因此而具有整体性、综合性。也就是说，法国通识教育中的现代技术教育在教学上克服了“科学”、“系统”与“儿童生命观”的二元论，做到了两者并重。最后得出结论：技术教育是“科学化、系统化”的基础，但也要注重“儿童生命观”的培养。