文化适应与文化中断视角下的日本“中小学一体化”教育改革探究  

The Study on Reformation of Integrative Education of Primary and Middle School in Japan:from The Perspective of Cultural Adaptation and Cultural Discontinuities

作　　者：黄宁宁[1] 

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《外国教育研究》2015年第10期45-53,共9页Studies in Foreign Education

摘　　要：继日本初高中一体化教育制度推广以来,日本中小学一体化教育也正向制度化方向发展。原因有二:一是少子化等社会背景;二是初一鸿沟,即初中阶段学业失败、厌学辍学等教育问题。其旨在建立符合儿童身心发展规律、过渡自然的九年一体化义务教育体系。从教育人类学的视角看,中小学一体化教育有助于促进文化适应,但人为打破中小学文化中断是否绝对有利于学生个体发展还有待实践检验。Since the integration of junior and dle and primary school develop towards integrated high school in Japan was achieved, mid- system, too. There are reasons of two re- spects, social problems such as decline in number of children and educational problems such as academic failure, being weary of studying, stopping schooling. The integrative edu- cation of primary and middle school aims to build a nine-year compulsory education system which accords with the children＇ s law of somatopsychic development more, and is more beneficial to weaken the culture shock from the transition of primary and middle school. From the perspective of anthropology of education, the effect of integrative education of primary and middle school has been showed preliminarily, however, it is debatable and need to be tested whether or not breaking cultural discontinuities artificially will benefit the children absolutely.

关 键 词：中小学一体化教育 日本 教育人类学 

分 类 号：G53[文化科学—教育学]