国際教育
Online ISSN : 2434-0898
Print ISSN : 0918-5364
中国における「総合実践活動」のカリキュラム構造と実践の分析と考察
上海市海棠小学校の実践事例を中心に
周 珏
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ジャーナル オープンアクセス

2019 年 25 巻 p. 18-35

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During the basic education curriculum reform instigated from 2001 in China, the introduction of the “Comprehensive Practical Activity” received publicity. In the past, school education in China had tended to teach knowledge by focusing on “passive learning, rote memorization and mechanical training”. To reflect on that tendency, the goal of curriculum reform in 2001 was to enhance students’ abilities to collect, select and process information, to acquire new knowledge, to analyze and solve problems and to communicate and cooperate, by emphasizing the importance of experience and encouraging students to learn through their own experiences. To achieve the above educational goals, traditional subjects were restructured, the “Comprehensive Practical Activity” introduced, and a system of “school-based curriculum” approved. This study aims to examine the case of Haitang Elementary School in Shanghai, to investigate the matter of how the development of the “Comprehensive Practical Activity” unfolded in China.
Shanghai, the focus of this research, is on its way to building a modernized socialist city, and had independently initiated curriculum reform in advance of other regions. Among schools in Shanghai, Haitang Elementary is widely known as a school that actively tackles the development of “Comprehensive Practical Activities”, and at the same time shares their results with many other schools. Therefore, it can be argued that Haitang Elementary School is worthy of consideration as a model case of trends of reform in China’s “Comprehensive Practical Activities”.
Through a literature survey and two field surveys (September 28, 2016, March 16, 2018), this research came to the following conclusions. First, the reality of curriculum development of “Comprehensive Practical Activities” at Haitang Elementary School is that, while focusing on traditional subjects, the school has incorporated various experiential activities and problem-solving learning to revitalize the entire school curriculum and to diversify the learning method and lifestyle of its students. Second, in the process of curriculum development, Haitang Elementary School has shared educational resources and built a more widely-scoped collaborative system by sharing educational goals with other schools, regions, and parents, as well as by cooperating with six other primary schools. Third, Haitang Elementary School creates effective practices by providing their students with diverse experiences and taking their students’ actual needs as a departure point for linking activities to subject learning. Overall, curriculum development in Haitang Elementary School provides a suggestive practice, reflecting trends of reform of “Comprehensive Practical Activities” in China.
However, the focus of Haitang Elementary School on learning effect may be coming at the expense of students` psychological and developmental issues during the learning process. Therefore, to achieve the goal of “Comprehensive Practical Activities”, schools need to validate educational effects, not only by concentrating on how effectively their students learn, but also by focusing on cultivation of such matters as self-awareness of their students.

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© 2019 日本国際教育学会
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