Commonality among subjects is important in designing curriculum as well as particularity of each subject. What is the commonality and particularity in terms of new subject,'Seikatsu-ka'? This should be clarified in order to understand and implement the 'Seikatsu-ka' properly. An framework proposed in this study can be used to make the new course structure clear. It consists of two parts. One part is the subject matter area of which pupils would be engaged in some activities, and divided into 6 groups as follows; A. Human environment and their functions B. Physical environment and the community life C. Nature changes (weather, season, etc.) and the life style D. Surrounding natural things and phenomena E. Living things (plants and animals) F. Myself Another part is the pattern of activity, and classified into 13 groups; A. Discussion and planning H. Communication and expression B. Investigation and visitation I. Play and game C. Observation and recording J. Party and festival D. Collection and classification K. Training and drilling E. Breeding and cultivation L. Appreciation and evaluation F. Composition and production M. Living in a class G. Decoration and exhibition Based on this framework, 10 pilot schools' 'Seikatsu-ka' course were analyzed. There appeared some findings as follows; 1. While real experiences had been respected during the 2 years of the course, the character of activities had changed more purposeful in 2nd grade than in 1st grade. 2. The subjects with which 'Seikatsu-ka' was related in integrated approach were mainly 3 subjects; Japanese Language, Special Activities, Arts and Handicrafts, and these combinations. 3. Major factor in introducing the integrated approach might be the policy of the school. 4. A course unit could be evolved analytic or synthetic way according to the purpose by adapting the subject matter and activities.
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