日本新学力观与基础教育课程改革探析  

An Analysis on the New Learning Ability Perspective and Basic Education Curriculum Reform in Japan

作　　者：秦东兴[1] 窦志珍[1] 

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春1300024

出　　处：《外国教育研究》2009年第12期40-46,共7页Studies in Foreign Education

基　　金：吉林省教育科学"十五"规划重点课题<国内外基础教育改革的比较研究>(通知文号:吉教育科研[2001]11号)

摘　　要：在日本,"学力"一词产生于20世纪50年代,最初它被认为是通过学校学习获得的知识和技能,而这种对学力概念的界定便是学力观。由于不同时期人们对学力是什么的看法不尽相同,所以学力观也是不断发展变化的。而这种学力观的演变尤其是"新学力观"的提出又与基础教育课程改革密切相关。探究它们之间的关系与发展脉络无疑会对把握今后日本教育的发展趋势提供有力帮助。In Japan, ＂learning ability＂ as a term appeared in the 1950s, firstly it refers to gain knowledge and skill through school learning, and the definition for learning ability is learning ability perspective. Because of the change of people＇s idea for learning ability, learning ability perspective has been developing and changing. However, the evolution of learning ability perspective, especially the pointing out of the new learning ability perspective is related to basic education curriculum reform. The probe into the relationship between them and its development can be helpful for us to know about the trend of Japanese education and can also provide some reference for basic education curriculum reform in China.

关 键 词：日本 学力 学力观 新学力观 学习指导要领 

分 类 号：G423[文化科学—课程与教学论]