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Japanese primary and secondary schools , \

Author: ShiXiao
Tutor: HuGuoYong
School: Shanghai Normal University
Course: Comparative Education
Keywords: Japanese Primary and Secondary Schools Integrated Study National Courses of Study
CLC: G639.313
Type: Master's thesis
Year: 2009
Downloads: 122
Quote: 0
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Abstract


The study on“Integrated study”has become a worldwide trend in the field of the study on basic education curriculum. In Japan,“integrated study”has been a part of primary and secondary school curriculum since 1998. However, it was revised in 2003 and in 2008.The study on the difference between the 1998 edition and the later new editions can help us gain some enlightenment.The basic objective of the 1998 edition of the national courses of study was to train students in“viability”. At that time, the Japanese Ministry of Education thought that the students’viability could be trained by“A Margin for Education”. Because of that,“Time of Integrated Learning”was carried out as one part of“A Margin for Education”. However, it resulted in success but also some problems, such as a lack of students’solid foundation for knowledge and teachers’good guidance ability. Therefore, in 2003, the 1998 edition of national courses of study was revised in some ways. The objective of training students in“viability”was further elaborated, but the guiding ideology was changed from emphasizing on“A Margin for Education”to emphasizing on“A Solid Leaning Ability”. And in 2008, the new national courses of study were carried out and“Time of Integrated Study”was revised to a large extent.The main body of the paper is divided into four major parts.The first part reviewed the background, purpose, and essentials for setting up“time of integrated study”. The content of“time of integrated study”and the status in practice was also discussed in this part.The second part explained the reason for revising the 1998 edition of“integrated study”in 2003, as well as narrated the new content added and its implementation.In the third part, the background on the revision of“integrated study”, the purpose for revising it, and the content of the new edition in 2008 was discussed.The last part is the conclusion of this study, including the comparison between the different editions of“integrated study”and also outlined the reasons for the changes.Through a comparative study, we can see that we should clear learning objectives, work out the detailed teaching programs, and rationalize the relationship between disciplines, as well as establish an efficient evaluation system.

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