パラグアイの算数科カリキュラムに関する比較教育学的研究

抄録

This research aims to compare and analyze the educational activities of Mathematics in primary schools between Paraguay and Japan in order to assess the Paraguayan educational activities. For this purpose, the following methodology was employed: (a) comparing objectives and contents of the curriculum of Mathematics and the textbooks, (b) field work in some schools of both countries, (c) questionnaire to teachers of both countries, and (d) recording and analysis of videotapes of lessons in both countries. The relevant conclusions are as follows: 1. In the Paraguayan case, there are discrepancies between the objectives of the educative reform and the intended curriculum contrary to the Japanese case where they are well-related. 2. In Paraguay, there are differences between teachers' objectives and the curriculum developed, since they try to promote the logical thinking and its application in their surroundings by means of passive and mechanical learning of students. Contrary to Japan where teachers promote active learning and encourage discovery. 3. The evaluation criteria of lessons in Paraguay are based on the interest and the discipline of students, being frequently a positive evaluation and thus, the necessity for improvement is not observed. On the contrary, evaluation in Japan is not only based on students' achievement but also on evaluations of the lessons' progress and the teachers' observation on each student. Frequently, the evaluation is negative and teachers pick up the points that require improvement.