人間性の育成に向けた学校主体のカリキュラム開発の可能性

―研究開発学校における実践研究からの示唆―

抄録

In 21^st century educational reform, the correlative relationship between the cognitive and affective domains has been drawing increasing attention. The Courses of Study revised in 2017 also organizes the competencies to be developed into the three interrelated pillars of “basic and fundamental knowledge and skills”, “the ability to think, make judgments, and express” and “an attitude of proactive learning and rich humanity. In order for schools to work on the cultivation of humanity under this new framework, it is necessary to review the position of the areas that have been mainly responsible for cultivating humanity (morality, special activities, and the period for integrated studies) in the curriculum and to organize their inter-relationships as well as relationships with other subjects.

The purpose of this paper is to conduct a fundamental study on a framework for the cultivation of humanity in the future curriculum by first analyzing the actual state of curriculum development for cultivation of humanity at the MEXT-designated pilot schools for research and development (hereafter R&D schools) and at the same time, for each school to obtain practical suggestions for curriculum formation to enhance education for humanity under the current Courses of Study.

The R&D school system has a rich history of school-based curriculum development for cultivating humanity. We classified curriculum development into three types based on the “practical reports” prepared by the schools and examined the significance and issues of various options raised in those studies. Specifically, the three types are: A. a curriculum that reorganizes the curriculum as a whole, B. the creation of new subjects (reorganization / integration of existing areas), and C. the creation of new subjects (distribution of a number of hours from existing subjects).

There are two directions in the A-type curriculum. One is a curriculum that creates learning areas based on life experience and consists of two major areas: the subjects and life experiences. In this curriculum, the process from experience to reflection can be developed along the child’s natural stream of consciousness, but the issue of how to connect experience-centered learning with learning in other subjects remains. The other is a curriculum in which each area is structured based on the target competencies that are to be developed. This direction offers the prospect of expanding the possibility of cross-curricular organization.

Schools classified as B have developed various subjects and areas focusing on cultivating humanity. What is common to these developments is that the target competencies to be developed are determined by the school based on the actual conditions of the child and the community, and that a learning process that integrates experience-centered activities and their reflections has been established.

(View PDF for the rest of the abstract.)