Organization of Educational Activities and Practice under the Progress of Educational Reform in High Schools

本研究的目的是探讨20世纪80年代以来的教育改革对高中教育活动组织的影响，并从每个高中的角度来考察改革的启示。这项研究分为两个步骤。一是把握教育改革进程中各学校教育活动的组织情况。首先，本研究通过回顾与高中教育改革相关的文章和文献，明确了改革的原则。原则是对教育活动周进行分类和框定。然而，就在这时，出现了学生未学到的世界史问题，本研究计划进行的大规模社会调查变得困难起来。因此，在有限数据的基础上，本研究从课程组织、学生学习过程、对学生的评价等方面对高中教育活动的组织状况进行了假设性考察；其次，本研究通过考察规范学校教育活动的规章制度和为学校教育实践提供信息的报告，考察了各学校教育改革的现实情况。此外，本研究还通过定性和定量的社会调查，调查了教师和学生对改革的反应。结果表明，改革对每一所学校的影响部分是有限的和无效的，从而在一定程度上引发了教师和学生的矛盾或矛盾心理。

The purpose of this study is to inquire impacts of educational reform since the 1980s on organization of educational activities in high schools and to examine implications of the reform from the standpoint of each high school. This study has two steps. The first is to grasp how educational activities are organizing in each school under the progress of the educational reform. The second is to understand how the state of affairs is accepted by teachers and students.First, this study clarified the principle of reform by reviewing articles and documents relating to the educational reform on high school. The principle was to make the classification and framing of educational activities week. However, just then, the problem of student not-learned world history ("sekaisi mirisyuu monndai") was occurred and a large scale social survey planed in this study became difficult. So that, on the basis of restricted data, this study hypothetically examined the state of organization of educational activities in high schools in terms of curriculum organization, students' course of study, evaluation on students and so on.Second, this study investigated the reality of educational reform in each school by examining bylaws which regulated educational activities of the school and reports which informed educational practice of it. In addition, by doing qualitative and quantitative social surveys, this study investigated teachers' and students' response to the reform. As a result, this study showed clearly that impacts of the reform on each school are partly limited and ineffective, so that the reform raised conflicts or ambivalence on teachers and students partly.