A study of the rationale for the five-subject area in the historical/ comparative analysis of the student achievement structure

本研究的目的是通过对学生成绩结构的历史和比较分析来合理化五个科目（日语，英语，社会科学，科学和数学/算术）。在最后一年，本研究总结了2000财年的历史分析结果和2001财年的比较分析结果，并成功地确定了各学科独特的成就结构。(1)首先，在对两国国内资源进行历史回顾的基础上，项目组得出以下结论：(1)第一次世界大战前后的社会变迁导致了学科学习成果结构的重大差异。(2)很难找到一个普遍的参照系来理解二战前的成就结构。(3)后二战时期，“能力/技能”、“知识”和“态度”是洞察成就结构的关键参照系。(2)其次，与国外学者的回顾和讨论为日本的五学科领域的理论基础提供了建设性的启示。主要启示如下：(1)在非语言科目中纳入信息处理技能和沟通技能的目标是重要的；(2)将知识/理解与过程技能结合起来是重要的。

The purpose of this study is to rationalize the five subjects (Japanese, English, social studies, science, and mathematics/arithmetic) by the historical and comparative analysis of the student achievement structure. In this final year, this study summarized the findings of the historical analysis in the fiscal year of 2000 and the findings from the comparative analysis in the fiscal year of 2001, and successfully identified the unique achievement structure in each subject.(1) Firstly, based on the historical review of both domestic resources, the project group reached the conclusion as follows:(1) The social change from the pre- to post- WWI1 caused the major distinction of the achievement structure of the subject learning.(2) It is difficult to identify the universal frame of reference for the insight of the achievement structure in the pre-WWIl period.(3) In the post-WWIl period, the "ability/skill", "knowledge", and "attitude" are the key frame of reference for the insight of the achievement structure.(2) Secondly, the review and discussion with the overseas researchers provided constructive implications to the rationales for the five-subject area in Japan. The major implications are as follows:(1) It is important to include the objectives concerning information processing skills and communication skills in the non-language subjects(2) It is important to integrate knowledge/understanding with the process skills.