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A Comparative Policy Study on Education Reform and Quality Enhancement of Education and Teachers

教育改革与教育和教师素质提高的比较政策研究

基本信息

批准号：
16330166
负责人：
FUJITA Hidenori
金额：
$ 8.95万
依托单位：
International Christian University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-16330166/
关键词：
education reform quality of schooling and teaching teacher education distributed and collaborative leadership organizational learning local participation collaboration and collegiality school organization and culture 教育の質向上リーダーシップ地域と

项目摘要

This Study aimed to examine main featues of recent education reforms and their validity and effectiveness and to investigate the types and conditions of successful policies for enhancing the quality of schooling and teaching from a comparative perspective. Some of the major findings are as follows:(1) The third wave of education reform since 1980s has been featured by its value orientation that emphasizes the importance of quality enhancement of schooling and teaching and of the accountability of educational administration, school management and teaching practices, while does not pay much attention to the real needs and changes of school children and their life-world as well as to teacjers' dedication and efforts for improving teaching and caring of children. As a result, schools and teachers have been forced to cope with various radical reform measures and policies, instead of coping with the real needs of children and the changing society. This is especially the case in Japan.(2) How … More ever, at least in Japan there have been a growing tendency that the collaboration among teachers, parents and local people, and the staffs of local education board expands and contributes to make shools lively and to improve its quality. In this process, it is obsearved that the success of schooling tends to depend on the development of school culture as a learning community, the well functioning of professional learning community of teachers, the collaborative culture among teachers, parents and local peiople who care the school and iths studnents, and the eachers' dedication and susstatinable efforts for improving their teaching practices. In addition, these factors tend to be developed and successfully sustained by various schemes or systems that initiate and maintain the participation of and collaboration among parents, local people and teachers.(3) It is obsearved that leadership and collaboration are critically important in school management and teaching and caring children, or school settings. In this respect, schools in Japan are generally well organized and functioning as the system and culture of the combination of so-called "distributed leadership" and "collaborative leadership," or "distributed and collaborative leadership." It is also characterized as "professional learning community" that promotes organizational learning. These features of schools in Japan are partically developed and maintained by the practices of "lesson study," the policy scheme of "Resaerch and Development Schools," and the arrangement of centered staff-room and the scheme of allocating various roles of school management to all teachers, the last one of which contrivutes to develop the distributed and collaborative leadership.(4) There are some peculiar differences or opposite orientations between Asian countries and Western developed countries such as UK and USA, one of which is the growing emphasis of new, child-centered and exploratory approaches to teaching and curriculum-design in Asian countries, whereas the expansion of giving many common tests and measuring the success of teaching and learning by those test results in western developed countries. Less

本研究旨在探讨近年来教育改革的主要特点及其有效性和效果，并从比较的角度调查提高学校教育和教学质量的成功政策的类型和条件。主要研究结果如下：（1）20世纪80年代以来的第三次教育改革，其价值取向主要是强调学校教育和教学质量的提高，强调教育行政、学校管理和教学实践的责任性，而忽视了学校儿童及其生活世界的真实的需要和变化，忽视了教师在改善教学和关爱儿童方面的奉献和努力。因此，学校和教师被迫科普各种激进的改革措施和政策，而不是应付儿童和不断变化的社会的真实的需要。在日本尤其如此。(2)如何 ...更多信息至少在日本，教师、家长、当地居民和地方教育委员会的工作人员之间的合作不断扩大，并有助于使学校充满活力和提高学校质量，这是一种日益增长的趋势。在这个过程中，我们发现学校教育的成功取决于学校文化作为学习共同体的发展，取决于教师专业学习共同体的良好运作，取决于教师、家长和关心学校和学生的当地人之间的合作文化，取决于教师的奉献精神和持续改进教学的努力。此外，这些因素往往是通过各种计划或制度发展和成功地维持的，这些计划或制度启动和维持家长、当地人民和教师的参与和合作。(3)据观察，领导和合作是至关重要的学校管理和教学和照顾儿童，或学校设置。在这方面，日本的学校通常组织良好，并作为所谓的“分布式领导”和“协作领导”或“分布式和协作领导”相结合的系统和文化发挥作用。它还具有促进组织学习的“专业学习共同体”的特征。日本学校的这些特点主要是通过“课程研究”的实践、“研究与发展学校”的政策方案、中心化教师办公室的安排以及将学校管理的各种角色分配给全体教师的方案得以发展和维持的，而后者则致力于发展分布式的合作型领导。(4)与英美等西方发达国家相比，亚洲国家的教学与课程设计存在着一些独特的差异或相反的取向，其中之一是亚洲国家越来越重视以儿童为中心的探索性教学方法和课程设计，而西方发达国家则越来越多地采用多种常见的测试，并通过测试结果来衡量教与学的成功与否。少