A Developmental Study on School-subject Curriculum in the 21st Century

本研究对日本国内外基础五科课程的原则和结构进行了重新分析，以“学习者的学习”、“自我实现”、“创造力”、“发展”、“核心/选择模式”等关键词构建基础五科课程的构成原则，以适应21世纪的需要。因此，本研究采用了以下框架，改编自之前的一系列研究。设置教学目的的原则设置教学目的有三个理论原则。人文主义A2 . .功利主义A3。CulturismB。设置和安排教学内容的原则有许多与这一领域相关的原则。它们可以被总结成对比鲜明的一对，如下所示。B1。系统性vs经验主义逻辑性vs心理学B3现代性vs历史性结构vs积累螺旋vs B6组。一致性vs灵活性分裂vs整合。发展教学方法的原则联想心理学C2。认知主义C3。建构主义C4。其次，作者考察了日本的算术/数学、科学、社会研究、日语和英语课程、英国的国家课程和美国的标准课程，并指出了它们的特点。第三，基于上述原则，本研究开发了小学和初中数学、科学和社会课程。

This study re-analyzed the principles and structure of the basic-five-subject curricula inside and outside Japan, so that the constituent principles can be constructed, in terms of keywords like 'learners' learning, 'self-fulfillment', creativity', development', 'core/option model' etc., in a way which meets the needs of the 21^<st> century.As the result, the present study has adopted the following framework, adapted from a series of the previous study.A. Principles in Setting Teaching PurposesThere are three theoretical principles in relation to the setting teaching purposes.Al. Humanism A2.. Utilitarianism A3. CulturismB. Principles in Setting and Arranging Teaching ContentsThere are many principles which are relevant to this area. They can be summarized in contrasting pairs, like the following. B1.Systematicity vs Empiricism B2.Logicality vs Psychology B3. Modernity vs Historicity B4. Structure vs Accumulation B5. Spiral vs Grouping B6. Uniformity vs Flexibility B7. Divisionism vs IntegrationC. Principles in Developing Teaching MethodologiesCl.Associationism C2.Cognitivism C3.Constructivism C4.SituationnismSecondarily, the authors examined the course of study of arithmetic/ mathematics, science, social studies, Japanese language and English in Japan, the National Curriculum in UK and Standards in US, and pointed out their characteristics.Thirdly, this study developed the curriculum for arithmetic/mathematics, science social studies in primary school and junior secondary education based on the above mentioned principles.