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A study on class system reform of elementary school in Japan -focusing on class promotion system and academic achievement

日本小学班级制度改革研究——关注班级晋升制度与学业成绩

基本信息

批准号：
13610299
负责人：
YAMANE Toshiki
金额：
$ 1.92万
依托单位：
Tottori University
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 2003
项目状态：
已结题

项目摘要

The purpose of this article is to examine remodeling process of the school class in modern Japan from the viewpoint of the strengthening of promotion system supported by "Rishu-shugi" which is based on attendance rather than academic attainment.1.When the school class system was adopted in 1891, the class was organized by the fixed number of pupils. On the other hand, the school year group was still based on the academic attainment. It was not until 1900 that the class began to be divided according to the age group rather than the academic attainment.2.An increase of the age-classified class produced the conditions that the class consisted of a range of abilities. And then teaching had difficulty. Thus the education theory based on individuality was advocated. Under these circumstances, the establishment of another special class was asserted, but it was criticized by those who emphasized that the usual class had an effect on guidance.3.In-the middle of Taisho era, the movement to establish special class emerged again, which was supported by new education theory and practical use of intelligence test. However, it was suppressed by sociology of classroom.4.Liberal education theory in Taisho era intended to return the difference of academic attainment to individuality. This meant that the aim was not to guarantee a certain level of academic attainment but maximum individual development. Therefore, the range of abilities in the same class did not come into question.5.Kido Mantaro and "Study Group on Science of Education" raised the issue of setting of "the minimum requirements of the nation culture to be learned by people". However, he could not criticize "Rishu-shugi" and school class organization based on it, since he characterized educational objectives in primary schools from functional aspects.

本文旨在从以出勤率而非学术成就为基础的“理学”所支持的升学制度的强化这一角度来考察近代日本学校阶级的重塑过程。当1891年学校采用班级制度时，班级是由固定人数的学生组织的。另一方面，学年组仍然以学业成绩为基础。直到1900年，班级才开始按年龄组而不是按学术成就来划分。年龄分类班级的增加产生了班级由一系列能力组成的条件。然后教学遇到了困难。因此，提倡以个性为本的教育理论。在这种情况下，有人主张设立另一个特殊的班级，但这遭到了那些强调通常的班级对指导有影响的人的批评。大正时代中期，在新的教育理论和智力测验的实际应用的支持下，兴办特殊班级的运动再次兴起。然而，它却被课堂社会学所压制。大正时代的博雅教育理论意在将学术成就的差异回归个性。这意味着其目的不是保证一定程度的学术成就，而是最大限度地促进个人发展。因此，同一班级的能力范围就不存在问题了。木户万太郎和“教育科学研究组”提出了“国民学习的民族文化的最低要求”的设定问题。然而，他不能批判“理学”和以此为基础的学校班级组织，因为他从功能方面来描述小学的教育目标。