東京女子高等師範学校附属小学校における作業教育実践の展開

―評価概念の導入によるカリキュラム改革の深化―

抄録

In this historical case study, I analyze the process of curriculum reform at the elementary school attached to the Tokyo Women’s Higher Normal School. This school, directed by Taneichi Kitazawa, was one of the eminent schools of Taisho New Education and an advocate of Sagyokyoiku. Although Taisho New Education practices have been analyzed in previous literature regarding the teaching of specific school subjects, general teaching methods, classroom management and educational evaluation, results have been uneven; in addition, analysis on educational evaluation in particular has been scarce, limited to a study by Amano in 1993. Amano pointed out that, inspite of their tenets for students’ initiatives and against educational formalism, new education reformers could not change school practices because of their lack of both evaluation practices and attention to educational measurements. Because this indication has not been thoroughly examined, this paper focuses on Kitazawa and his colleagues who designed a unique evaluation framework, and aims to clarify its significance in their curriculum reform.

In 1919, Kitazawa and a group of other teachers began to study the project method of teaching. Those who participated in the study were limited, however, to the teachers in charge of experimental classes. They thought that student-planned projects were idealistic and impossible, while teacher-planned ones were more appropriate and feasible. At that time, foreign-modeled practices were introduced, and as a result, projects were fragmentary and lacking in sequence. In 1925, after studying abroad, Kitazawa tried to promote the radical idea of extending the experiment to all classes in the lower grades, abolishing timetables and departmental teaching that was currently in use at the school. At this time, Kitazawa involved all the teachers in the reform. Based on John Dewey’s (1916) concept of democracy, he interpreted “interest” from a social perspective and indicated to the teachers that it was a “concept of relationship, or participation.” The word “project” was reinterpreted as referring to a common and purposeful activity that could include various interests, accomplished through participants’ cooperation. While some teachers were initially in favor of Sagyokyoiku, others were against it. Kitazawa, however, did not exclude his opponents and held workshops every Thursday from then on.

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