Present States of Informatics Education and Educational Computing in Foreign Countries

本研究的目的在于调查：1)资讯科技如何运用于一般课堂，以及2)资讯科技与教育高度整合的几个国家，这些活动如何得到政府、研究机构和私人公司的支持。由于这个项目组一半以上的成员以前都进行过类似的研究，所以本文所报道的研究特别关注的是自以前的研究进行以来每个国家的变化。此外，在分析期间强调了可能影响日本最近发现的问题的一些特殊领域。在以往的研究中，美国、英国、加拿大、澳大利亚等国家积极利用信息技术。在此次研究中，除了加拿大之外，研究人员再次调查了所有这些国家，并增加了韩国和东南亚。本研究采用书面资料和直接访谈的方法，对每个国家的实际情况进行了调查。此外，日本在制定信息教育课程之前，还仔细分析了联合国教科文组织、韩国、澳大利亚、英国的课程。在美国，多媒体被用来培养学生的学习动机，互联网被用于学生解决问题的活动。在英国、澳大利亚和韩国，试图将教育信息明确地放在学校课程中。在东南亚，正在设法收集影响其教育的信息资源。通过将西野等人开发的日本高中信息教育课程与其他国家的课程进行比较，研究人员能够为日本新课程的开发提供指导。其他国家课程的一些特点是：1)在高中以下，教育工作者更系统地为学生提供使用信息技术的经验；2)信息教育明确地放在学校科目和考试系统中；3)针对不同的目的开发了不同的课程，例如普通教室的课程，继续接受高等教育的学生的课程，以及职业教育的课程。少

The purpose of this study was to investigate : 1) how information technology was utilized in regular classrooms, and 2) how these activities were supported by the governments, research institutes, and private companies in several countries where information technology was highly integrated into education.Since more than half members of this project team had previously conducted similar research studies, the study reported in this paper especially focused on the changes in each country since the previous studies had been conducted. Moreover, some special areas which might affect recently identified problems in Japan were emphasized during the analysis.In the previous studies, several coutries such as the United States, England, Canada, and Australia had actively utilized information technology. In this study, the researchers again examined all these countries except Canada, and added Korea and the Southeast Asia. By using written materials and direct interviews conducted by the research … More ers in each country, actual situations in each country were investigated. In addition, curricula from UNESCO,Korea, Australia, and England were carefully analyzed prior to developing the information Education Curriculum in Japan.In the United States, Multimedia was used for the students to develop their motivation to study, and the Internet was used for student problem-solving activities. In England, Australia, and Korea, Information on Education was tried to be clearly placed in the school curriculum. In southeast Asia, attemps were being made to gather information resources which affected their education.By Comparing Japan's Information Education curriculum, which had been developed for the upper secondary school level by Nishinosono and others, to other countries' curricula, the researchers were able to obtain guidance for developing the new curriculum in Japan. Some characteristics of other countries' curricula were : 1) below the upper secondary school level, the educators provided the students experiences using information technology more systematically, 2) Information Education was clearly placed in school subjects and examination systems, and 3) different curricula were developed for different purposes, such as a curriculum for regular classrooms, a curriculum for students who proceeded to higher education, and a curriculum for vocational education. Less