A Research on the Present Situation and the Early Evaluation of "Integrated Studies" in High Schools

1.理论课题组通过文献研究考察了整合学习的基本理论和方法，义务教育和高中阶段学校学科和学生发展阶段的差异也变得明显。2.问卷调查组通过发放问卷了解学校和教育管理机构支持系统的最新实际情况，学校对整合学习的态度与学校基础年限有关，学校学科体系与整合学习的实践特征有关。3.实践课题组通过研究一些成功的学校案例，探讨了实践建设的方向。提出了两点建议：一是将IS实践与学校改革相结合，效果良好；二是证明IS实践在课程开发和调查工具的应用两方面都是有效的。4.合作小组通过一些系列的开创性会议和圆桌会议，找到了新泻地区中小学IS合作的起点。他们还发现，不同小学、中学和高中对IS的态度不同，合作非常重要，但也面临一些困难。5.外国小组访问了中国、韩国和台湾的一些学校和国家行政学院，并收集了大量重要文件和一手资料。不同国家的信息系统(中国的综合实践活动、韩国的自选活动、台湾的综合课程)都存在同样的问题和困难，当然，不同的国家和地区也存在一些差异。

1.Theory Research Group investigates the basic theories and methods of the integrated studies (IS) by literature study, and the differences of school subjects and students development stages between compulsory education and senior high school education are also become clear.2.Questionnaire Group knows the latest practical situations of schools and support systems of educational administration institutions by sending out questionnaire sheets, and it is also known that school's attitudes to IS are related to school foundation years and that school subject systems are related to the practice character of IS.3.Practice Research Group discusses the direction to practice construction by studying some successful school examples. Two suggestions are given here ; one is that it has a good effect to link the IS practice to school reform, the other is that to prove IS practice both curriculum development and the application of investigation tools are effective.4.Cooperation Group finds a start on IS cooperation among elementary, secondary and high schools in Joetsu area of Niigata by some serial seminal and round table meetings. They also find that the attitudes to IS are different by elementary, secondary and high schools, cooperation is very important but it also faces some difficulties.5.Foreign Group visits some schools and national administration institutes of China, South Korea and Taiwan, and also collect a lot of important documents and first-hand materials. Same problems and difficulties are found in IS of different countries (China's integrated practical activities, South Korea's optional activities, Taiwan's integrated curriculum), of cause, there are some differences in different countries and districts.