Maho Tanaka

type:text 本稿は，日本教育事務学会第9回大会自由研究発表（2021年11月20日：明星大学：オンライン）を加筆修正したものです。

The purpose of this thesis is to clarify how classes on "morality" will change according to the preparation of textbooks on "special subject morality" implemented in primary schools from 2018. Therefore, we present two research questions. The first question is that while the content of textbooks based on "special subject morality" is unique from publisher to publisher, is a certain standard maintained. The second question is whether or not the publishing company advises teacher's teaching material research due to the textbook being formulated as "Special subject morality". As a result, it was clarified that a certain standard was maintained by the textbook adoption, and the publisher's original opinion was shown by using the teaching materials and the themes. The second point was that the publishing company used HP and "Toranomaki" as measures to help teachers study teaching materials, and the meaning and the necessity of teaching materials were shown. In the future, it is necessary to clarify how the class of "special subject morality" is actually developed at the school site, and the problem of the teacher at that time.

This paper aims to clarify the transformation of the special support education system in Japan by organizing the transition of the course of guidelines from the Second World War to the present. Specifically, (1) arranging the current status of special Support education, (2) arranging the historical transition of special support education, (3) and clarifying the transition of the viewpoint of special support education. As a result, (1) The status of special support schools has been recognized as the "Center for Special support education in the region." (2) The historical transition of special support education is "to ensure education opportunities for students who are subject to school grace or exemption due to disability conditions," to secure the opportunity to develop conditions and education that focuses on the education of children with overlapping disabilities and disabilities to understand the educational needs of each child, to improve or overcome the difficulties of life and learning, and to provide appropriate guidance and necessary support. (3) The point of transition from the viewpoint of special support education was "special" and "educational needs". We need to support and care for children in cooperation with various institutions, especially in schools and other educational institutions.

In this paper, following the revision of the Education Personnel Certification Law in 2016, we examined the actual conditions of how the teacher training at universities has been reappraised. We considered future problems and prospects in teacher training by organizing the circumstances and the current situation of the curriculum of teacher training at all involved universities where teacher training has changed substantially. IN particular, we aimed to clarify the issue in teacher education of having to implement teacher training courses covering the core curriculum. The results showed that the contents of the teacher training classes were prescribed by the implementation the core curriculum. At the same time, problems such as the lack of human resources that could be responsible for teacher education classes occurred.

In this thesis, from the viewpoint of "curriculum management" indicated in the guidelines for the educational edition of Heisei 29, the purpose is to clarify the merits and challenges of a cross-curricular curriculum according to the ever-rising consciousness of it and clarify the significance of a cross-curricular curriculum. The necessity of a cross-curricular curriculum is not a debate that started today. Right from the start, when organizing a curriculum in a school, it is necessary to organize it as a whole centering on the school principal. As shown in the PDCA cycle, the repetition of planning, implementation, evaluation and then connecting must be carried out with an eye on the school's educational goals. It is necessary in any curriculum to have a cross-curricular perspective since comprehensive knowledge is sought. An integrated curriculum is to be reconstructed as a single subject by removing the framework of existing subjects and extracting the contents of similarity. The correlation-type curriculum is a method of comprehensive and uniform organization while leaving the framework of the subjects and taking advantage of the content connections and relationships between subjects.

This paper focuses on the duties of teachers in light of the present situation where work style reform of the faculty staff and team schools are being asserted, and on the way of a "new teacher organization" and the duties of teachers therein, as well as on showing future prospects for role sharing. Special attention is paid to "student guidance" among teachers duties and consideration is given to "professional guidance" by teachers and staff and past faculty staff as well as to cooperation with family and community as a "Team School" In the school organization, as a background for the review of the duties of teachers and discussion of the significance of collaboration with professionals different from teachers, the founding underlying both at the same time is discussion of "work style reform" and "Team Schools". As a result, student guidance and subject guidance are important in the duties of Japanese teachers.

本論は、地方分権改革期において、47都道府県の小学校費に「格差」が生じたのか否かを、財政力指数をもとに支出と収入の両側面から検討を行った。