A Research on the Transformation of General Education and Faculty Organization : Since 1991 of the Deregulation of the Standard of Establishment of Universities

摘要本研究旨在探讨自1991年放宽大学建制标准以来，大学本科课程与师资组织之变迁。2002年对日本大学课程改革的相关文献进行了梳理和文献收集，并通过前人的工作建立了本研究的分析框架。2003年对四年制大学各学院进行了问卷调查。发放问卷1776份，回复率1000份，回复率56.3%。主要问题有：通识教育的毕业学分要求及其在通识与专识教育中的分配、课程的种类与内容、通识教育的师资组织、课程政策等。本调查的特点是将问卷分发给日本大学的所有教员，而不是机构，因此使教员之间的比较更加可能。2004年的主要活动是分析问卷调查，在会议上展示调查结果，撰写最终报告。主要研究结果如下：1)自1991年以来，专业教育的数量总体上有所增加；2)医学、工程、自然科学学院增加了专业教育学分，而文学院没有增加专业教育并使其课程多样化；3)在通识教育部分，技能习得（语言或信息技术素养）和第一年教育有所增加；4)普通教育和专业教育之间教师地位的不平等基本消失；但教学负担增加，通识教育机构不能很好地发挥作用。由于1991年《大学设置标准》的放宽，本科课程的共同部分有所减少，必须重新考虑本科学位的共同核心价值。少

The aim of this research is to examine the transformation of undergraduate curricula and faculty organization since 1991 of the deregulation of the Standard of the Establishment of Universities.In 2002 the review of related papers and collection of documents of curriculum reforms in Japanese universities were conducted, and the analytical framework of this research were established through the former works. In 2003 questionnaire survey for each faculty of four year universities were conducted. The number of distributed questionnaire is 1,776, the number of response is 1,000, and the response ratio is 56.3%. The main questions were the graduation requirement of credit-units and its distribution between general and specialized education, the types and contents of courses, faculty organization of general education, and curriculum policy. The characteristic of this survey was to distribute questionnaire to all faculty in Japanese universities, not institutions so it makes faculty compariso … More n possible. In 2004 the analysis of the questionnaire survey, presentation of the survey results at the conferences, and writing of the final report were the main activities.The main findings are the followings : 1)the volume of specialized education has increased since 1991 over all, 2)while medical, engineering, natural science faculty have increased specialized education credits, faculty of letters has not increased specialized education and diversified its curricula, 3)in the part of general education, skill acquisition (language or IT literacy) and first year education have increased, 4)the inequality of faculty position between general and specialized education mostly disappear, but the teaching burden increases and general education organization does not function well.As the results of deregulation of the Standard of the Establishment of Universities in 1991, the common part of undergraduate curricula has decreased and the common core value of undergraduate degree must be considered again. Less