日本综合学习嬗变、特征与问题  

The Change, Feature and Problem of the Comprehensive-Study-Time in Japan

作　　者：李昱辉[1] LI Yuhui(School of Education,Shanghai Normal University,Shanghai 200234)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《比较教育研究》2019年第1期61-68,共8页International and Comparative Education

摘　　要：依据宽松与学力在日本教育方针中的地位变化,综合学习时间政策可大致划分为四个主要阶段,分别对应提升学习热情、规范校本管理、克服知识短板和联结社会生活等四大主题。日本综合学习历经二十年发展,逐渐形成注重直接体验、立足基础知识、重视实践应用和政府供给资源等主要特色。其未来发展对教师课程管理、学校整体规划和外部资源供给提出了高度要求,既应全面提升教师的教育理念、合作意识、课程规划能力和学生评价能力等,也离不开政府、学校、家庭和地区社会的互助与支持。Due to the change of importance of relaxation and academic ability in Japanese educational policy, the comprehensive-study-time policy has gone through four main stages, dealing with enhancing learning enthusiasm, standardizing school-based management, overcoming shortages of knowledge and linking with social life respectively. After 20 years of development, it has gradually formed the main characteristics of paying attention to direct experience, emphasizing basic knowledge, focusing on practical application and government provided resources. Its future development puts forward high requirements on teachers’ curriculum management, school overall planning and external resources supply, achieving these requirement needs to enhance teachers’ educational ideas, cooperation awareness, curriculum planning and student evaluation abilities, and the mutual assistance and support from government, schools, family and community.

关 键 词：日本 综合学习时间 课程管理 探究学习 实践力 

分 类 号：G622.3[文化科学—教育学]