Research the curriculum development in the junior-senior consistent education school system

The six-year high school education school is divided into three types。(1)the secondary education school system，(2)the annex junior to senior high school system(3)the cooperating with junior and senior high school system。Each school has progressed the curriculum with the trait.I researched the especially pioneering six-year high school education school，and clarified the following.(1)What curriculum structure was set so that the six-year high school education school may consistently educate the junior high school and the high school？I suited the realities，analyzed it，and clarified the meaning and the difficulty.(2)I paid attention to one curriculum with the trait。It is a so-called career education。I clarified how the curriculum was structurized in the six-year high school education school.(3)In this school system，it was a feature that there was no entrance exam between the junior high school and the high school.In a lot of six-year high school education schools，various devi…More ces have been done from the angle of securing the scholastic attainments instead of the entrance exam.I analyzed the realities of the curriculum whether it functioned enough.To achieve the above，we have done the following.(1)The MIZUHARA professor investigated mainly a public six-year high school education，and surveyed the schools that developed the curriculum with the trait from the above-mentioned target angle。The MIZUHARA professor considered the ideal way of the available curriculum.(2)The TANIGUCHI associate professor did the field survey centering on the six-year high school education school of a national attachment，and analyzed the curriculum development of these schools.(3)We collected the data of the schools by mailing besides the field survey，and analyzed the curriculum development of the curriculum development of the six-year high schools。Postgraduates in the MIZUHARA·TANIGUCHI laboratory participated in our research，and，in addition，they contributed to the analysis of the data in total.We paid attention to the timetable，each subject content，extracurricular activities and the overall structures in the curriculum。Especially，we paid attention to the curriculum that the junior high school exchanged with the senior high school.Less：Less

The six-year high school education school is divided into three types. (1)the secondary education school system, (2)the annex junior to senior high school system (3)the cooperating with junior and senior high school system. Each school has progressed the curriculum with the trait. I researched the especially pioneering six-year high school education school, and clarified the following.(1)What curriculum structure was set so that the six-year high school education school may consistently educate the junior high school and the high school? I suited the realities, analyzed it, and clarified the meaning and the difficulty.(2)I paid attention to one curriculum with the trait. It is a so-called career education. I clarified how the curriculum was structurized in the six-year high school education school.(3)In this school system, it was a feature that there was no entrance exam between the junior high school and the high school. In a lot of six-year high school education schools, various devi … More ces have been done from the angle of securing the scholastic attainments instead of the entrance exam. I analyzed the realities of the curriculum whether it functioned enough.To achieve the above, we have done the following.(1)The MIZUHARA professor investigated mainly a public six-year high school education, and surveyed the schools that developed the curriculum with the trait from the above-mentioned target angle. The MIZUHARA professor considered the ideal way of the available curriculum.(2)The TANIGUCHI associate professor did the field survey centering on the six-year high school education school of a national attachment, and analyzed the curriculum development of these schools.(3)We collected the data of the schools by mailing besides the field survey, and analyzed the curriculum development of the six-year high school education schools. Postgraduates in the MIZUHARA・TANIGUCHI laboratory participated in our research, and, in addition, they contributed to the analysis of the data in total. We paid attention to the timetable, each subject content, extracurricular activities and the overall structures in the curriculum. Especially, we paid attention to the curriculum that the junior high school exchanged with the senior high school. Less