An Clinical Study of Education on Club Activities in Secondary Education

这些教育上的改变，例如取消校内社团活动、学校与社区合作、教育市场化改革等，无疑引起了支持者和反对者的反应。我们重点关注对学生咨询和指导的影响;职业指导;以及学生参与体育/文化活动的机会。本研究在东京、静冈、新泻三地，通过问卷调查、参与者观察、对初高中学生的访谈、对体育俱乐部活动的教师的问卷调查等方法，收集了相关证据。根据本研究的调查结果，对体育/文化活动有强烈兴趣的学生或来自高收入阶层的学生，即使离开俱乐部活动，也希望参加校外活动。另一方面，相反的学生想离开任何活动。倾向性高但来自低收入地位的学生离开了任何活动，倾向性低但来自高收入地位的学生即使在离开俱乐部活动后也想参加非学校活动。这些证据表明，学生参加各种活动的机会可能与其家庭收入状况有关。体育俱乐部活动的教师受到业务的压力，不是因为参加俱乐部活动限制了他们的时间，而是因为他们认识到了俱乐部活动的问题，例如俱乐部活动是否属于他们的职责范围。因此，我们必须为他们准备任何体制支助系统。

This educational changes such as the abolition of inner-curricular club activities; the co-operative linkage of schools and local communities; and the market-oriented reform in education have undoubtedly provoked a response that includes supporters and opponents of change. We focused upon influences on student counseling and guidance; career guidance; and opportunities for students' participation in sports/cultural activities. In Tokyo, Shizuoka, and Niigata, we've collected evidence with these research methods: questionnaires, participant observation, and interviews on junior high and high-school students, and questionnaires on teachers of sports club activities.Our findings based on our own survey evidence are below:Students who have high inclinations to sports/cultural activities or who have come from higher income status want to join on non-school based activities even after leaving club activities. On the other hand the opposite students want to leave any activities. Students who have high inclinations but from lower income status left any activities, and students who have low inclinations but from high income status want to join non-school based activities even after leaving club activities. These evidence results in the possibilities the linkage students' opportunities of joiners on various activities to conditions of their families' income status. And we have to prepare "safety-nets" for students in lower income status.Teachers of sports club activities are pressed by business not because the participation to club activities restrained their time, but because they recognize problems about it, for example the vagueness whether club activities are in/out of their duty. Therefore we have to prepare any institutional support system for them.