A research on the transition of the classroom-teacher arrangement and the change in classroom teaching

通过本研究可以得出以下结论。(1)It有两种理想的班级教师安排模式，即“年级固定制”和“小组固定制”。日本近代小学史认为，在日本近代学校制度的初期，等级制作为教师配置的基本形式被广泛采用。但是，在明治24年引入新的班级（学生组）组织制度后，“组固定系统”迅速流行起来，并在很短的时间内被认为是课堂教师安排的理想类型。但由于当时师资力量的不足，加之战后民主化的发展，“群体固定制”难以维持。它继承了“通过调整课堂和学校的人际关系来塑造人格”的教育思想， ...更多信息 可能在后来被称为“特别活动”的课程领域里进行。“（2）年调查发现，每年（1年一次）对任课教师进行重新安排的学校比例略高于40%。全国831所小学填写了问卷。研究还表明，近5年来，重排期迅速缩短。（3）通过对保存在松本市博物馆“kyu-Kaitigakkou”中的明治初期至昭和战前时期的公开文献的重新整理，证明了从入学到毕业的一个时期内，任课教师的重组周期有逐渐变长的趋势，最后出现了由同一个教师负责同一个班级的现象。通过对课堂教师固定系统和后来的新课程场--“特殊活动”的研究，理清了教师与儿童、与儿童在课堂上的关系的形成过程和瓦解过程。少

The following result could be given by this research.(1)It is said that there are two kinds of classroom-teacher arrangement as ideal types, "the grade fixation system" and "group fixation system". As for the elementary school history of modern ages in Japan, it is thought that in the initial stage of the modern school system in Japan the grade fixation system was adopted widely as a basic form of classroom-teacher arrangement. But, after the introduction of the new organization system of class(a pupil group) at the 24th year of Meiji era, "group fixation system" became rapidly popular and in short time that was thought as the ideal type of the classroom teacher arrangement. But it was hard to maitain "group fixation system" by shortage of talented teacher in the days during and, in addition, by the postwar democratization after the war. The education ideology of the system, "the charactor building through adjustment of the human relations in classroom and school" was succeeded to, so … More that it might be pursued in the curriculum area that was afterward called by "special activities."(2)The percentage of schools in which the classroom teacher are rearranged periodicaly in every year(1 year arragement) was a little over 40% from the investigation in. which 831 elementary schools in the whole country filled out the questionnaire. the investigation also showed that in late 5 years the term of rearrangement is rapidly shortened.(3)Through reaearch of the public documents of the term from the early Meiji era to Showa prewar era which are stored in Matsumoto City Musium "kyu-Kaitigakkou", it is proved that there are the tendency that the cycle of rearragemet of classroom teacher turns gradually longer and at last it was not exceptional that same teachers were in charge of same classes through a term from entrance to graduation, that's full "fixation".As the result, we have cleared the process of formation and the collapse of the thought, which is to strengthen relationship between teachers and children, and children in classrooms by classroom teacher fixation system and, later, the new curriculum field, named "special activities". Less