田村 知子

type:Article 新型コロナウィルス感染症拡大により,学校は甚大な影響を受けた。本研究は,各学校のカリキュラムマネジメントに焦点化し,これに対する市町村教育委員会の指導・支援について,初期と一定期間を経た後では,どのように変化したかを明らかにすることを目的とした。2020年度と2021年度の2回,大阪府内43市町村教育委員会を対象に質問紙調査を実施した。2020年度は授業日数確保や学校行事の工夫など計画局面に関して,所管学校への一斉的な指導・支援が行われたのに対し,2021年度は実施局面における支援が中心となり,学校への個別支援に力点が移行した。教育委員会と学校の間のコミュニケーションがより必要視された。一定数の学校において,カリキュラムマネジメントの活性化や校長等のリーダーシップの充実という副産物も生じた。 The spread of COVID-19 has had a tremendous impact on schools. The purpose of this study is to focus on the curriculum management of each school and to clarify how the guidance and support of the municipal board of education has changed from the initial stage to the next stage after a certain period. We conducted a questionnaire survey of 43 municipal boards of education in Osaka Prefecture twice in FY2020 and FY2021. In FY2020, such simultaneous guidance and support was provided to the schools in charge as securing the number of school days and planning school events, while in FY2021, the emphasis shifted to individual support. Communication between the boards of education and the schools became more important. In a certain number of schools, there were also by-products such as activation of curriculum management and enhancement of leadership of principals.

本論文は,全国学力・学習状況調査における質問紙調査(児童生徒質問紙・学校質問紙)の改善に資するための国内外調査の一部である。本論文では,新しい学校質問紙の開発・実施・分析に関わる内容に焦点化して論じる。学校質問紙の課題を克服することをねらい,回答者の三分割,質問形式の変更,質問項目内容の開発と構造化,評定者の多角化などを行った。2016年12月,Z市立小学校47校,中学校22校と,全国から層化抽出した小学校254校と中学校278校,合わせて601校を対象とし,郵送法によって調査を実施した。各質問項目に対する回答状況から,学校質問紙の課題を検討したところ,肯定的回答に偏る質問が複数存在することが明らかになった。学力調査の正答率との相関関係を調べると,学級担任が回答した児童・生徒の様子や学習指導の様子が最も相関が高かったが,学校の組織的取組の中にも,正答率と相関のある項目が見出された。

In discussing who is the main managers for the school curriculum, the role of head management such as principals or vice-principals and middle management such as subject leaders or head of the instruction department are mainly argued. However, the sense and attitude of teachers as followers are argued in this paper. The objective of this paper is to find out the reality and process of forming a sense of participation in Curriculum Management from a case study. Previous works of Curriculum Management and Central Education Council reports required that each teacher should have wide vision about the whole curriculum of their schools and commit to each phase of Curriculum Management. Due to the existence of strong controlled Ministry's curriculum guideline, authorized textbooks and teacher's manuals; many teachers have never committed to planning phase nor evaluation phase of Curriculum Management as they have to the implementation phase. A previous work found out that the motivations of Japanese teachers are not in curriculum design but in personal relationship with their students. Without strong sense of autonomic commitment to the curriculum, there is a probability that teachers feel being coerced into their school curriculum and feel very busy. This kind of feeling could be disincentive of Curriculum Management. Also, if teachers instruct without being committed to the curriculum, they do not collaborate in process of managing curriculum and they feel isolated and busy. With this general tendency of schools in Japan, what can be incentive for the organizational management with autonomic commitment and collaboration of teachers? To clarify the factor, effectiveness of a series of training the teachers in a school will be examined. In the school, 4 distinctive curriculums are developed and managed by various methodologies under a strong leadership of principal and vice-principal. However, busy feelings of some teachers are the most serious disincentive for Curriculum Management and an issue to solve. First, the embodiment of the Curriculum Management of the school is outlines. Then a series of training of teachers in the school programs that aims to reduce busy feelings and encourage the teachers to commit to Curriculum Management astronomically with thinking about the meaning of their school curriculum initiatively is described. The contents of all programs were analysis of the elements of curriculum management and expression of the result they lead. They were practiced with a methodology that teachers be involved in discussions, collaborative works and presentations. In the first training, the teachers assessed elements of school culture such as the atmosphere of the whole school and values of their education. In the second one, they analyzed the factors which made them feel busy. In the third one, they shared common understanding with their colleagues who work with the same grades about the objectives of the 2nd semester which is a description about what aspect they want to focus on in their education, and curriculum as a method to accomplish the aim. In the fourth one, teachers analyzed 4 distinctive curriculums they promoted with a matrix which has 2 axes from view points: both of students and teachers. One of the axes was achievement and problem, another was individual and organization The observation record, the construction drawing they created, the results of questionnaires and records of interviews to some teachers are analyzed. As a result, these programs provided the teachers chances to think of their curriculum initiatively and chances to reflect on the excellence of their colleagues. The training of teachers in the schools could be factors to improve their Curriculum Management.

九州女子大学別科日本語研修課程における現在のコンセプトは、大学入学後に役立つ日本語を教授するということである。そのためには、文法的知識はもちろん、実際的コミュニケーション能力の向上を目指す必要がある。しかし、現在の授業プログラムが完全にこの目的に合致しているとは言い難い。このため、本学別科では目下プログラムの改良が進行しつつある。本稿は、この改善のための基礎研究およびその成果の一部を報告するものである。まず、基礎研究として2種のアンケートを実施した。(1) 他大学別科に対して教育プログラムを問うものと、(2) 本学別科の受講生に対するフィードバック・アンケートの2種である。(1) の結果、他大学別科でも、授業内容に関し、本学別科と同様の問題を抱えていることがわかった。また、(2) の結果、受講生の間では、会話能力養成へのニーズが非常に高いことが確認された。しかし、現状の市販テキストでは、受講生の実情に合わせた会話教育が十全には出来ないという問題がある。そこで、本学別科では、独自の会話集作成に着手した。本稿では、その一端を提示して、解説する。ただ、このプログラム改良はまだ端緒に着いたばかりであり、今後研究すべき課題は多い。