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多様化・国際化時代における小学校カリキュラムの意義と編成方法 : 小学校学習指導要領のインクルーシブ教育の視座からの分析を中心に
https://kjunshin.repo.nii.ac.jp/records/211
https://kjunshin.repo.nii.ac.jp/records/211b270468a-2c81-4117-a425-f2ae39c7fa3e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KODAMA-KO14 (1.1 MB)
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2008-03-01 | |||||
| タイトル | ||||||
| タイトル | 多様化・国際化時代における小学校カリキュラムの意義と編成方法 : 小学校学習指導要領のインクルーシブ教育の視座からの分析を中心に | |||||
| タイトル | ||||||
| タイトル | A Critical Analysis of the Courses of Study for Elementary Education from the Perspective of "Inclusive Education" | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | カリキュラム改革 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 小学校学習指導要領 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 外国人児童生徒 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | インクルーシブ教育 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 多文化教育 | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 記事種別(日) | ||||||
| 値 | 論文 | |||||
| 記事種別(英) | ||||||
| 言語 | en | |||||
| 値 | Article | |||||
| 著者名(日) |
児玉, 奈々
× 児玉, 奈々 |
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| 著者所属(日) | ||||||
| 値 | 鹿児島純心女子大学国際人間学部 | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | An unprecedented number of foreign students are enrolling in Japanese schools these days. Unfortunately, those foreign students have been reported to fail in academic achievement because their home culture is quite different from school culture. In Japan, few measures have been taken to ameliorate the condition by any government. In order to deal with those problems relating to the cultural minority students, I believe drastic measures are warranted for immediate improvement. One of the measures is to reexamine our school curriculum. School curricular is the fundamental principle to regulate the aim and content of learning in schools. This paper examines the Courses of Study for elementary education or national curriculum standards from the new perspective of "inclusive education". The concept of "inclusive education" was formed mainly in the field of education for the physically and mentally handicapped. However, according to recent literature, "inclusive education" is intended not only for handicapped students but also for students with special needs, such as cultural or linguistic minority students. The author's investigation into the previously published Courses of Study for elementary education clarifies that the concept of "inclusive education" is not implied in the Japanese education. The Japanese educational system had long kept the physically and mentally handicapped students segregated from general education, via Special Education. Those handicapped students were supposed to gradually adjust themselves to mainstream schools if they wish to study with other students. The same logic and rules are applied to foreign students. The Special Education system in Japan was converted to Special Needs Education in 2007. The Special Needs Education is planning to retain the concept of "inclusive education", although a revision to the Course of Study is anticipated soon with favorable modification to this inclusive notion. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12012192 | |||||
| 書誌情報 |
国際人間学部紀要 en : International human studies 巻 14, p. 125-144, 発行日 2008-03 |
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