A Developmental Study on School-subject Curriculum in the 21st Century

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This study re-analyzed the principles and structure of the basic-five-subject curricula inside and outside Japan, so that the constituent principles can be constructed, in terms of keywords like 'learners' learning, 'self-fulfillment', creativity', development', 'core/option model' etc., in a way which meets the needs of the 21^<st> century.As the result, the present study has adopted the following framework, adapted from a series of the previous study.A. Principles in Setting Teaching PurposesThere are three theoretical principles in relation to the setting teaching purposes.Al. Humanism A2.. Utilitarianism A3. CulturismB. Principles in Setting and Arranging Teaching ContentsThere are many principles which are relevant to this area. They can be summarized in contrasting pairs, like the following. B1.Systematicity vs Empiricism B2.Logicality vs Psychology B3. Modernity vs Historicity B4. Structure vs Accumulation B5. Spiral vs Grouping B6. Uniformity vs Flexibility B7. Divisionism vs IntegrationC. Principles in Developing Teaching MethodologiesCl.Associationism C2.Cognitivism C3.Constructivism C4.SituationnismSecondarily, the authors examined the course of study of arithmetic/ mathematics, science, social studies, Japanese language and English in Japan, the National Curriculum in UK and Standards in US, and pointed out their characteristics.Thirdly, this study developed the curriculum for arithmetic/mathematics, science social studies in primary school and junior secondary education based on the above mentioned principles.