关于日本小中一贯制教育实施的研究
发布时间：2018-12-09 10:27
【摘要】：学校重建是一场自20世纪80年代以来发生在全世界范围内的公立学校改革运动,主要针对“问题缠身”的公立学校系统进行体制性、结构性的变革。日本自1947年以来一直实施小学、初中分别设置的6-3制义务教育制度,使得课程没有良好地接续,特别是近些年“初一鸿沟”现象一直困扰着日本中小学教育。为了克服6-3制带来的问题,2006年新修订的《教育基本法》和《学校教育法》明确呈现出重视小中一贯制教育发展的倾向,期望通过实施系统化、弹性化的九年一贯制课程、活动,适应学生身体、心理的发展,提升学生的学习兴趣。小中一贯制教育的成效主要表现在以下几个方面:在很大程度上培养了教师小中一贯制教学意识,提高了学生的自省意识和基本能力,一定程度上减轻了困扰日本教育已久的“初一鸿沟”问题等。我国在2001年6月国务院颁布的《关于基础教育改革与发展的决定》中提出“有条件的地方可以施行九年一贯制”,2002年8月教育部颁布的《基础教育工作分类推进与评估指导意见》再次重申“逐步推进九年一贯制”,但目前我国的九年一贯制教育在实践过程中,多数学校管理者将其理解为“6+3”的简单相加,这种“旧瓶装新药”的陈旧理念,使得六年级不能发挥其承前启后的作用,小学、初中阶段各自为阵、相对封闭,影响了九年一贯制教育的发展。本文主要运用文献资料法、历史研究法、案例分析法,对日本小中一贯制教育改革的实施进行综合研究。首先,理清日本学制改革历程,明确日本义务教育阶段学制改革与发展的特点和问题;接下来分析《教育基本法》、《学校教育法》及中央教育审议会教育咨询报告中小中一贯制教育相关政策理念,并从“初一鸿沟”问题、“学历低下论”、对6-3分段学制的再思考三个方面分析日本推进小中一贯制教育的现实背景;通过结合小中一贯制教育相关法律法规和报告等资料,从小中一贯校的建立、小中一贯制课程的设置、小中一贯制教育中的促进机制三方面对日本推进小中一贯制教育的各项改革措施进行较为全面的研究,总结日本小中一贯制教育取得的成果和今后的发展趋势;最后,分析日本小中一贯制教育改革实施的特点和对我国九年一贯制教育改革的启示。
[Abstract]:School reconstruction is a public school reform movement in the world since the 1980s. It mainly aims at the systemic and structural reform of the "problem-ridden" public school system. Since 1947, Japan has been implementing the 6-3 system of compulsory education in primary schools and junior high schools respectively, which makes the curriculum not follow up well, especially in recent years, the phenomenon of "the gap between the first day of the year" has been puzzling Japanese primary and secondary education. In order to overcome the problems brought about by the 6-3 system, the newly revised basic Law on Education and the School Education Law in 2006 clearly show a tendency to attach importance to the development of primary and secondary education, and hope that through the implementation of systematized and flexible nine-year curriculum, Activities to adapt to the physical and psychological development of students, enhance students' interest in learning. The effect of primary and secondary education is mainly shown in the following aspects: to a large extent, teachers' awareness of teaching in primary and secondary schools has been cultivated, and students' self-awareness and basic ability have been improved. To some extent, it alleviates the problem of "the first day gap", which has been puzzling Japan's education for a long time. In the "decision on the Reform and Development of basic Education" promulgated by the State Council in June 2001, China proposed that "a nine-year continuous system may be implemented in places with conditions." In August 2002, the guidance of Classification, Promotion and Evaluation of basic Education issued by the Ministry of Education reiterated once again that "advancing the nine-year system step by step", but at present, the nine-year system of education in our country is in the process of practice. Most school administrators understand it as a simple addition of "63". The old idea of "old bottled new drugs" makes sixth grade unable to play its role as a link between the past and the future. It affects the development of nine-year consistent education. This article mainly uses the literature method, the history research method, the case analysis method, carries on the comprehensive research to the Japanese primary and middle school system education reform implementation. First of all, clarify the process of Japanese school system reform, and clarify the characteristics and problems of Japanese compulsory education reform and development; Then we analyze the basic Law of Education, the School Education Act and the relevant policy concepts of primary and secondary education in the education consultation report of the Central Education Review Council, and from the issue of "the gap between the first day of the year" and "the theory of low academic qualifications," This paper analyzes the realistic background of Japan's promotion of primary and secondary education from three aspects: the further reflection of the 6-3 segmented schooling system; Through the combination of relevant laws and regulations and reports on primary and secondary education, the establishment of a consistent school from a small age and the setting up of a curriculum for a consistent system in primary and secondary schools, The three aspects of promoting mechanism in primary and secondary education are to make a comprehensive study on the reform measures of promoting primary and secondary education in Japan, and summarize the achievements and future development trend of primary and secondary education in Japan. Finally, the paper analyzes the characteristics of Japanese primary and secondary education reform and its enlightenment to nine-year education reform.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G639.313
本文编号：2369229
[Abstract]:School reconstruction is a public school reform movement in the world since the 1980s. It mainly aims at the systemic and structural reform of the "problem-ridden" public school system. Since 1947, Japan has been implementing the 6-3 system of compulsory education in primary schools and junior high schools respectively, which makes the curriculum not follow up well, especially in recent years, the phenomenon of "the gap between the first day of the year" has been puzzling Japanese primary and secondary education. In order to overcome the problems brought about by the 6-3 system, the newly revised basic Law on Education and the School Education Law in 2006 clearly show a tendency to attach importance to the development of primary and secondary education, and hope that through the implementation of systematized and flexible nine-year curriculum, Activities to adapt to the physical and psychological development of students, enhance students' interest in learning. The effect of primary and secondary education is mainly shown in the following aspects: to a large extent, teachers' awareness of teaching in primary and secondary schools has been cultivated, and students' self-awareness and basic ability have been improved. To some extent, it alleviates the problem of "the first day gap", which has been puzzling Japan's education for a long time. In the "decision on the Reform and Development of basic Education" promulgated by the State Council in June 2001, China proposed that "a nine-year continuous system may be implemented in places with conditions." In August 2002, the guidance of Classification, Promotion and Evaluation of basic Education issued by the Ministry of Education reiterated once again that "advancing the nine-year system step by step", but at present, the nine-year system of education in our country is in the process of practice. Most school administrators understand it as a simple addition of "63". The old idea of "old bottled new drugs" makes sixth grade unable to play its role as a link between the past and the future. It affects the development of nine-year consistent education. This article mainly uses the literature method, the history research method, the case analysis method, carries on the comprehensive research to the Japanese primary and middle school system education reform implementation. First of all, clarify the process of Japanese school system reform, and clarify the characteristics and problems of Japanese compulsory education reform and development; Then we analyze the basic Law of Education, the School Education Act and the relevant policy concepts of primary and secondary education in the education consultation report of the Central Education Review Council, and from the issue of "the gap between the first day of the year" and "the theory of low academic qualifications," This paper analyzes the realistic background of Japan's promotion of primary and secondary education from three aspects: the further reflection of the 6-3 segmented schooling system; Through the combination of relevant laws and regulations and reports on primary and secondary education, the establishment of a consistent school from a small age and the setting up of a curriculum for a consistent system in primary and secondary schools, The three aspects of promoting mechanism in primary and secondary education are to make a comprehensive study on the reform measures of promoting primary and secondary education in Japan, and summarize the achievements and future development trend of primary and secondary education in Japan. Finally, the paper analyzes the characteristics of Japanese primary and secondary education reform and its enlightenment to nine-year education reform.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G639.313
【参考文献】
相关期刊论文 前3条
1 王晓茜;张德伟;;日本教育基本法的修改与教育基本理念的转变[J];外国教育研究;2007年07期
2 柳春霞;九年一贯制办学模式的若干思考[J];教育科学研究;2001年10期
3 沈冰;在实践中完善九年一贯制办学模式[J];教育发展研究;1999年10期
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