Progress of Educational Reform in Upper Secondary Schools and Teachers' copying Strategies

高中教育改革自1985年的《结业记》以来一直在推进。然而，从高中教育多样性的角度来看，关于教育改革的运动和方向的经验证据很少。本项目首先对日本高中教育的多样性进行了调查研究设计。本项目旨在阐明高中教育的多样性，以及高中教师和校长在教育改革中的作用和作用。我进行了四次问卷调查。第一份是2006年发放给各县崇光高中的240名校长。第二个是2006年在兵库县的两所Sogo Gakka高中的1072名学生中发放的。第三个奖项是2007年颁发给各县富土学社高中的1600名校长。第四份是2008年颁发给所有县的1080名Senmon Gakka高中校长。研究结果如下：(1)许多高中校长认识到“崇光学院”高中教育改革的效果和需求。特别是在学生的学习态度和士气。(2)此外，在“富土学园”和“森门学园”高中，许多校长认识到教育改革的需要。他们期待着教育改革多元化的方向。(3)从学生的学习和生活方向出发，重新审视教师实施教育改革的能力。

Educational reforms in senior high school have been progressing since Rinji Kyouiku Singikai in 1985. Nevertheless, there exists little empirical evidence concerning the movement and direction of educational reform from the standpoint of diversity of high school education. In the first place, this project has made a research design of investigate to diversity of high school education in Japan.The purpose of this project was to clarify diversity of education in senior High School and effects and roles of senior high school teachers and principals on educational reform.I administrated four questionnaire surveys. The first was given to 240 principals at Sogo Gakka senior high schools in all prefectures, 2006. The second was given to 1072 students at two Sogo Gakka senior high school in Hyogo prefectures, 2006. The third was given to 1600 principals at Futu Gakka senior high schools in all prefectures, 2007. The fourth was given to 1080 principals at Senmon Gakka senior high schools in all prefectures, 2008.Following findings were obtained.(1) many senior high school principals recognized effects and needs of educational reform in “Sogo Gakka" senior high schools. Particularly in students' learning attitudes and morale.(2) Also, at “Futu Gakka" and “Senmon Gakka" senior high school many principals recognized needs of educational reform. They have expected the directions of diversity of educational reform.(3) We propose that it should be required to reexamine teachers' Competence for executing educational reform with respect to directions of students' learning and life.