關(guān)于日本小中一貫制教育實施的研究
發(fā)布時間：2018-12-09 10:27
【摘要】：學(xué)校重建是一場自20世紀(jì)80年代以來發(fā)生在全世界范圍內(nèi)的公立學(xué)校改革運(yùn)動,主要針對“問題纏身”的公立學(xué)校系統(tǒng)進(jìn)行體制性、結(jié)構(gòu)性的變革。日本自1947年以來一直實施小學(xué)、初中分別設(shè)置的6-3制義務(wù)教育制度,使得課程沒有良好地接續(xù),特別是近些年“初一鴻溝”現(xiàn)象一直困擾著日本中小學(xué)教育。為了克服6-3制帶來的問題,2006年新修訂的《教育基本法》和《學(xué)校教育法》明確呈現(xiàn)出重視小中一貫制教育發(fā)展的傾向,期望通過實施系統(tǒng)化、彈性化的九年一貫制課程、活動,適應(yīng)學(xué)生身體、心理的發(fā)展,提升學(xué)生的學(xué)習(xí)興趣。小中一貫制教育的成效主要表現(xiàn)在以下幾個方面:在很大程度上培養(yǎng)了教師小中一貫制教學(xué)意識,提高了學(xué)生的自省意識和基本能力,一定程度上減輕了困擾日本教育已久的“初一鴻溝”問題等。我國在2001年6月國務(wù)院頒布的《關(guān)于基礎(chǔ)教育改革與發(fā)展的決定》中提出“有條件的地方可以施行九年一貫制”,2002年8月教育部頒布的《基礎(chǔ)教育工作分類推進(jìn)與評估指導(dǎo)意見》再次重申“逐步推進(jìn)九年一貫制”,但目前我國的九年一貫制教育在實踐過程中,多數(shù)學(xué)校管理者將其理解為“6+3”的簡單相加,這種“舊瓶裝新藥”的陳舊理念,使得六年級不能發(fā)揮其承前啟后的作用,小學(xué)、初中階段各自為陣、相對封閉,影響了九年一貫制教育的發(fā)展。本文主要運(yùn)用文獻(xiàn)資料法、歷史研究法、案例分析法,對日本小中一貫制教育改革的實施進(jìn)行綜合研究。首先,理清日本學(xué)制改革歷程,明確日本義務(wù)教育階段學(xué)制改革與發(fā)展的特點和問題;接下來分析《教育基本法》、《學(xué)校教育法》及中央教育審議會教育咨詢報告中小中一貫制教育相關(guān)政策理念,并從“初一鴻溝”問題、“學(xué)歷低下論”、對6-3分段學(xué)制的再思考三個方面分析日本推進(jìn)小中一貫制教育的現(xiàn)實背景;通過結(jié)合小中一貫制教育相關(guān)法律法規(guī)和報告等資料,從小中一貫校的建立、小中一貫制課程的設(shè)置、小中一貫制教育中的促進(jìn)機(jī)制三方面對日本推進(jìn)小中一貫制教育的各項改革措施進(jìn)行較為全面的研究,總結(jié)日本小中一貫制教育取得的成果和今后的發(fā)展趨勢;最后,分析日本小中一貫制教育改革實施的特點和對我國九年一貫制教育改革的啟示。
[Abstract]:School reconstruction is a public school reform movement in the world since the 1980s. It mainly aims at the systemic and structural reform of the "problem-ridden" public school system. Since 1947, Japan has been implementing the 6-3 system of compulsory education in primary schools and junior high schools respectively, which makes the curriculum not follow up well, especially in recent years, the phenomenon of "the gap between the first day of the year" has been puzzling Japanese primary and secondary education. In order to overcome the problems brought about by the 6-3 system, the newly revised basic Law on Education and the School Education Law in 2006 clearly show a tendency to attach importance to the development of primary and secondary education, and hope that through the implementation of systematized and flexible nine-year curriculum, Activities to adapt to the physical and psychological development of students, enhance students' interest in learning. The effect of primary and secondary education is mainly shown in the following aspects: to a large extent, teachers' awareness of teaching in primary and secondary schools has been cultivated, and students' self-awareness and basic ability have been improved. To some extent, it alleviates the problem of "the first day gap", which has been puzzling Japan's education for a long time. In the "decision on the Reform and Development of basic Education" promulgated by the State Council in June 2001, China proposed that "a nine-year continuous system may be implemented in places with conditions." In August 2002, the guidance of Classification, Promotion and Evaluation of basic Education issued by the Ministry of Education reiterated once again that "advancing the nine-year system step by step", but at present, the nine-year system of education in our country is in the process of practice. Most school administrators understand it as a simple addition of "63". The old idea of "old bottled new drugs" makes sixth grade unable to play its role as a link between the past and the future. It affects the development of nine-year consistent education. This article mainly uses the literature method, the history research method, the case analysis method, carries on the comprehensive research to the Japanese primary and middle school system education reform implementation. First of all, clarify the process of Japanese school system reform, and clarify the characteristics and problems of Japanese compulsory education reform and development; Then we analyze the basic Law of Education, the School Education Act and the relevant policy concepts of primary and secondary education in the education consultation report of the Central Education Review Council, and from the issue of "the gap between the first day of the year" and "the theory of low academic qualifications," This paper analyzes the realistic background of Japan's promotion of primary and secondary education from three aspects: the further reflection of the 6-3 segmented schooling system; Through the combination of relevant laws and regulations and reports on primary and secondary education, the establishment of a consistent school from a small age and the setting up of a curriculum for a consistent system in primary and secondary schools, The three aspects of promoting mechanism in primary and secondary education are to make a comprehensive study on the reform measures of promoting primary and secondary education in Japan, and summarize the achievements and future development trend of primary and secondary education in Japan. Finally, the paper analyzes the characteristics of Japanese primary and secondary education reform and its enlightenment to nine-year education reform.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G639.313
本文編號：2369229
[Abstract]:School reconstruction is a public school reform movement in the world since the 1980s. It mainly aims at the systemic and structural reform of the "problem-ridden" public school system. Since 1947, Japan has been implementing the 6-3 system of compulsory education in primary schools and junior high schools respectively, which makes the curriculum not follow up well, especially in recent years, the phenomenon of "the gap between the first day of the year" has been puzzling Japanese primary and secondary education. In order to overcome the problems brought about by the 6-3 system, the newly revised basic Law on Education and the School Education Law in 2006 clearly show a tendency to attach importance to the development of primary and secondary education, and hope that through the implementation of systematized and flexible nine-year curriculum, Activities to adapt to the physical and psychological development of students, enhance students' interest in learning. The effect of primary and secondary education is mainly shown in the following aspects: to a large extent, teachers' awareness of teaching in primary and secondary schools has been cultivated, and students' self-awareness and basic ability have been improved. To some extent, it alleviates the problem of "the first day gap", which has been puzzling Japan's education for a long time. In the "decision on the Reform and Development of basic Education" promulgated by the State Council in June 2001, China proposed that "a nine-year continuous system may be implemented in places with conditions." In August 2002, the guidance of Classification, Promotion and Evaluation of basic Education issued by the Ministry of Education reiterated once again that "advancing the nine-year system step by step", but at present, the nine-year system of education in our country is in the process of practice. Most school administrators understand it as a simple addition of "63". The old idea of "old bottled new drugs" makes sixth grade unable to play its role as a link between the past and the future. It affects the development of nine-year consistent education. This article mainly uses the literature method, the history research method, the case analysis method, carries on the comprehensive research to the Japanese primary and middle school system education reform implementation. First of all, clarify the process of Japanese school system reform, and clarify the characteristics and problems of Japanese compulsory education reform and development; Then we analyze the basic Law of Education, the School Education Act and the relevant policy concepts of primary and secondary education in the education consultation report of the Central Education Review Council, and from the issue of "the gap between the first day of the year" and "the theory of low academic qualifications," This paper analyzes the realistic background of Japan's promotion of primary and secondary education from three aspects: the further reflection of the 6-3 segmented schooling system; Through the combination of relevant laws and regulations and reports on primary and secondary education, the establishment of a consistent school from a small age and the setting up of a curriculum for a consistent system in primary and secondary schools, The three aspects of promoting mechanism in primary and secondary education are to make a comprehensive study on the reform measures of promoting primary and secondary education in Japan, and summarize the achievements and future development trend of primary and secondary education in Japan. Finally, the paper analyzes the characteristics of Japanese primary and secondary education reform and its enlightenment to nine-year education reform.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G639.313
【參考文獻(xiàn)】
相關(guān)期刊論文 前3條
1 王曉茜;張德偉;;日本教育基本法的修改與教育基本理念的轉(zhuǎn)變[J];外國教育研究;2007年07期
2 柳春霞;九年一貫制辦學(xué)模式的若干思考[J];教育科學(xué)研究;2001年10期
3 沈冰;在實踐中完善九年一貫制辦學(xué)模式[J];教育發(fā)展研究;1999年10期
，本文編號：2369229
本文鏈接：http://sikaile.net/jiaoyulunwen/chuzhongjiaoyu/2369229.html
最近更新
教材專著
