Designing Multicultural Education Curriculum in Elementary School Through the Integrated Education

“国际理解教育”在小学和初中的“综合教育”中被普遍作为一个主题。然而，一个共同的问题是，目前已经实施的这类课程往往缺乏一种多元文化教育观，培养来自不同文化背景的学生共同生活和平等合作的能力。首先，从以下几个方面来考察这个问题。1)事件导向法，2)文化导向法，3)文化本质主义。设计一种克服这些问题的课程是本研究的主要主题。多元文化教育课程的建设是国际理解教育不可缺少的，其目标是认识个体的独特性。最初的课堂练习计划通过一些小学的行动研究以不同的方式实施。让每个孩子的学习变得真实，让孩子们的学习在他们生活的地平线上实现，这对整体教育具有重要意义。这也是多元文化教育的关键。本研究的第二部分考察了龟山非全日制高中的课程修订过程，介绍了该校设计的新学校科目的考试，作为改变整个学校课程以实现多元文化共处的有效手段。在本研究的第三部分，本研究的第三部分审查了三叶县教育委员会于2000年12月对常驻外国学生进行的教育评估，以明确该地区的具体教育任务，不是针对常驻外国学生，而是针对日本学校的所有学生。

"Education for International Understanding" is commonly taken up as a theme in "Integral Education" in elementary or Junior high schools.However, a common problem is that such programs that have been practiced so far are apt to lack a viewpoint of multicultural education which foster students' ability to live together and cooperate equally with others from a different cultural background.First this problem is examined, from the following points. 1) event oriented approach, 2) culturally oriented, or tourist approach, 3) cultural essentialism.Designing a curriculum that overcomes these points is the primary theme of this study. It is advocated that the construction of multicultural education curriculum is indispensable to education for international understanding ; the aim of which is set on the point of coming to know the individual as unique.The original plan for class exercises was put into practice in a different manner through the action-research as performed in some elementary schools. It is significant to integral education that each child's learning becomes authentic ; that the children's learning is realized on the horizon of their lives. This is also key to multicultural education.In the second part of this study the curriculum revision process at the Kameyama part-time high school is examined.Examination of new school subjects designed in that school is introduced as an available device for altering entire school curriculum to having the multicultural cohabitation.In the third part of this study, the assessment of the education for the resident foreign students made by the educational committee of Mie Prefecture, in December 2000, is examined to make clear the specific educational task in this region, not for the resident foreign students but for all the students in Japanese school.