This study considers the perspectives of “curriculum experience” research for analyzing and evaluating curriculum standards （course of study） in terms of school subject pedagogy with a school music as an example. Research on curriculum experiences aims to understand the curriculum as a “living form” and something that is “lived”. Therefore, this study focuses on the dynamics of educational processes, within which the school members interweave their experiences. It argues that it is important to include the perspectives of the parties involved and the context of their relationships within curriculum research. Meanwhile, regarding the perspectives of curriculum evaluation, it is necessary to have combined goal-based and goal-free perspectives. Finally, based on the long-term span of lifelong learning, the significance and potential of an evaluation perspective that analyzes the effects of a curriculum after graduating from school are presented.

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In this paper, we take the case of mathematics and examine the needs to view, analyze, and evaluate the curriculum of the subject within the context of the educational ecosystem. The paper overviews that there is the curriculum expected by the stakeholders, the curriculum discussed by the teachers, etc. between the intended curriculum and the implemented curriculum in mathematics, and they interact with each other. As the ecosystem is rapidly renewing and growing, subject pedagogy is required to evaluate how subjects function within the system and to consider how to be involved in the system to improve the quality of each individual's learning, while taking advantage of the strengths of subject pedagogy and including the voices of students.

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This study examines about functions and contents of the course of study as the basics of educational curriculum, especially from the viewpoint of moral lesson. “Special subject Moral lesson” has approved as the formal subject at the public elementary and junior high school, but it has yet to adopt the guidance method of “proactive, interactive, and deep learning” nor “tree polars of character qualities and abilities.” Therefore, the course of study concerning moral lesson didn't manage to function adequately as the basics of educational curriculum. Hereafter, for the purpose of improve the course of study concerning moral lesson, it needs to integrate and reconstruct moral lesson's goals, guidance contents, teaching methods, evaluation methods, and then analyze and assess the effects of moral education.

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