学校研究診断システム : カリキュラム改善のために

抄録

As a solution for problems with which curriculum policy and practices in Japan are faced, the author showed the working hypohesis as follows : 'It will serve to future curriculum improvement to review the factors of educational media and space use in schools.' The author developed "the checklist to diagnose schools' research" which was produced through our participant observation in pilot schools for a decade. I named this checklist METIO from the abbreviation of components (1. Media 2. Equipment 3. Timetables 4. Instruction and 5. Organization). These five categories determined are comprehensive as follows . First, Media and Equipment (ME)- is the key to curriculum improvement whether the plural teaching methods using various media and equipment can be adopted in the case of thinking a continuum of reception and discovery methods of instruction. Second, Timetable (T)- is the key to curriculum improvement whether the timetable can be made flexible for various learning activities and teachers' training. Third, Instructional Organization (I)- is the key to curriculum improvement, whether school staff can be reorganized for instructional effective evaluation. Fourth, Organization (O)- is the key to curriculum improvement, whether a school organization can be reorganaized for a climate conductive to learning and enhance the school staff, including parental and community involvement and support. In comparison with the other system KSUR by ILEA (1977), I referred to this system as focusing on curriculum improvement (school research themes, e.g. individualized education, media education and an integrated curriculum etc.). I put into practice the case study in Japan with descriptions according to the Stake's description matrix (1967). The problem remaining is to reassure the validity of judgements by total diagnosis based on this system. I insist that such an assessment is indispensable in our future School Improvement through School Based Curriculum Development (SBCD).