Models of the Roles of Coordinators for the Curriculum Development of "Period for Integrated Studies"

自日本公布新课程以来，中小学教师一直在努力规划、实施和评估“综合学习时期”课程。本研究旨在描述课程协调人的思想与行为，他们对“综合学习时期”的发展起到了重要的作用。2003年，为了开展“综合研究”，我们多次访问了两所学校，这些学校都有“综合研究时期”的课程协调员。在这些学校，我们尝试参与式观察协调员与其同事之间的伙伴关系教学，并对他们的困境、协调策略、生活故事等进行了采访。2004年，为了进行一项比较研究，我们访问了英国伦敦的小学和中学。在这些学校，我们也做了与日本学校相同的参与者观察和访谈。因此，我们得到了一些关于不同类型的协调的信息。例如，在某小学，一位女性课程充实协调员与她的同事们采用跨课程的方法，制作了一门由音乐、美术、历史和体育组成的新型课程。在另一所小学，老师们参与了由国家美术馆管理的项目，建立了一种跨学科的方法。我们比较了日本和英国的宽松政策，并澄清了它们之间的共同点和不同点。最后，构建了统筹者在校本综合课程开发中的角色模型。2003年和2004年，我们在日本教育技术学会、日本教育媒体研究协会等年度学术会议上做了一些报告。此外，在2004年，我们对我们的发现做了一份报告。

Teachers in elementary and secondary schools has been trying to plan, conduct and assess the curriculum of "Period for Integrated Studies" since new Course of Study was notified in Japan. This research aimed to describe ideas and behaviors of curriculum coordinators who played important roles for the development of "Period for Integrated Studies".In 2003, to be engaged in ease studies, we visited 2 schools several times which had curriculum coordinators for the development of "Period for Integrated Studies". In those schools, we tried participant observations of partnership teaching between the coordinator and his/her colleagues and had some interviews with them about their dilemma, coordination strategies, life stories and so on.In 2004, to make a comparative study we visited elementary and secondary schools in London, UK At those schools, we also did the same participant observations and interviews as at the schools in Japan. As a result, we got some information about different types of coordination. For example, in a certain elementary school, a female curriculum enrichment coordinator used cross-curricular approach with her colleagues and produced a new type of lesson, which consisted of music, art, history and physical education. In another elementary school, teachers participated in the project which was managed by National Gallery and established a kind of cross-curricular approach.We compared Japanese eases with those in UK and clarify common and different points between them. As a conclusion, we made a model of the role of coordinators in developing school-based integrated curriculum.In both 2003 and 2004, we made some presentations at annual academic conferences of Japanese Society of Educational Technology and Japan Association for Educational Media Study and so on. Additionally in 2004, we made a report about our findings.