Curriculum Analysis of the Diversity in Art Teaching Unit Constitution and Process

本报告旨在分析教学单元的特点，阐明单元组织的理论依据。因此，将各种要组织的教学过程方便地划分为七类，并对其特点进行定性的比较和思考。作为本研究项目的结果，我们认为有必要对美术课程单元构成中的主题(代载)概念进行审视和澄清。这要看原因而定。20世纪70年代以来，日本在艺术教育的教学单元设置中，运用了各种与任务或问题解决有关的方法，如交际法或语篇教学法，而传统的构成方法，如写生或写生，则逐渐减少。这一结论使我们认识到，作为学校艺术课程中最重要的概念，题材(代载)这一关键概念自20世纪80年代以来一直在日本艺术教育的教学单元构成中发生变化。

This report is intended to analyze characteristics of teaching units and show the theoretical reasons for the organization of units.Therefore, a variety of teaching processes to be organized were conveniently divided into seven categories, and the features were qualitatively compared and considered.As a result of this research project, we concluded that it is necessary for us to examine and clarify the concept of subject matter (daizai) in unit constitution in the art curriculum. It depends on the reason. While diverse contemporary methods concerned with tasks or problem solving, for instance, communicative or discourse ways of teaching, were practiced in the 1970s, the methodologies of traditional constitution, such as picture drawing from life or nature, were decreased step by step.This conclusion makes us recognize that the key concept of subject matter (daizai), which is the most important concept in the school art curriculum, has been changing in the teaching unit constitution of art education in Japan since the 1980s.