A study on class system reform of elementary school in Japan -focusing on class promotion system and academic achievement

本文从强化以出勤率为基础而非以学业成绩为基础的“理书制度”为支撑的晋升制度的角度，考察了近代日本学校班级的重塑过程。1. 1891年实行班级制时，班级是按学生人数固定组织的。另一方面，学年组仍然以学业成绩为基础。直到1900年，才开始根据年龄组而不是学术成就来划分阶级。2.年龄分类阶级的增加产生了阶级由一系列能力组成的条件。然后教学有困难。因此，倡导以个性为基础的教育理论。在这种情况下，主张增设特殊班，但遭到强调普通班具有指导作用的批评。3.大正中期，特殊班运动再次兴起，这一运动得到了新教育理论和智力测验实际运用的支持。4.大正时期的自由教育理论试图将学业成就的差异还原为个性的差异。这意味着目标不是保证一定的学术成就，而是最大限度地促进个人发展。5.木户万太郎和“教育学研究会”提出了“国民文化的最低限度要求”的设定问题。然而，他不能批评“Rishu-shugi”和基于它的学校班级组织，因为他从功能方面描述了小学的教育目标。

The purpose of this article is to examine remodeling process of the school class in modern Japan from the viewpoint of the strengthening of promotion system supported by "Rishu-shugi" which is based on attendance rather than academic attainment.1.When the school class system was adopted in 1891, the class was organized by the fixed number of pupils. On the other hand, the school year group was still based on the academic attainment. It was not until 1900 that the class began to be divided according to the age group rather than the academic attainment.2.An increase of the age-classified class produced the conditions that the class consisted of a range of abilities. And then teaching had difficulty. Thus the education theory based on individuality was advocated. Under these circumstances, the establishment of another special class was asserted, but it was criticized by those who emphasized that the usual class had an effect on guidance.3.In-the middle of Taisho era, the movement to establish special class emerged again, which was supported by new education theory and practical use of intelligence test. However, it was suppressed by sociology of classroom.4.Liberal education theory in Taisho era intended to return the difference of academic attainment to individuality. This meant that the aim was not to guarantee a certain level of academic attainment but maximum individual development. Therefore, the range of abilities in the same class did not come into question.5.Kido Mantaro and "Study Group on Science of Education" raised the issue of setting of "the minimum requirements of the nation culture to be learned by people". However, he could not criticize "Rishu-shugi" and school class organization based on it, since he characterized educational objectives in primary schools from functional aspects.