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ID 42669
file
creator
subject
進歩主義教育
経験の再構成
子ども中心
学習
Progressive Education
Recreation of an Experience
Child Centric
Learning
NDC
Education
abstract
 本稿は,講演会を通して追究した,21 世紀の今,学校は,何のために,どのような教育を,どのような形で行うのがよいのか,という問題に関して,シカゴ大学実験学校はどのような回答をもっているのか,検討した。そのために,中村(2017a, 2017b)と阪上(2017)を受けて,シカゴ大学実験学校が教育の基本を確認し,その評価を試みるものである。
 シカゴ大学実験学校の教育の基本に関して,学校,教育,学習,教科の学習の4 点を中心に,デューイの考えと比較して,歴史的,現代的な観点から評価した。
 その結果として次の3 点を指摘した。
(1)1896 年,デューイによって設立されたシカゴ大学実験学校は,彼の教育についての考えを実際の教育現場で進めることであったが,その後も,また現在も進歩主義教育を実践する学校として継続している。
(2)現在のシカゴ大学実験学校も,経験の再構成,生活と経験,とくに,教科や教材と経験の相互関係を踏まえ,子どもの中心の教育を推進している。
(3)教科の学習もその役割を継承し,知識教授とともに経験の再構成・創造を果たすものとして進められており,社会科,美術科もその役割を担っている。
abstract
In this study, we examined what types of answers can be found from the University of Chicago Laboratory Schools for the questions addressed through lectures on how modern 21st century schools should provide education, in what form it should be provided, what purpose it should serve, and what type of content it should have. To answer these questions, in this study, we examined the basis of education at the University of Chicago Laboratory Schools and attempted to assess it based on Nakamura (2017a, 2017b) and Sakaue (2017).

The basic education at the University of Chicago Laboratory Schools was assessed from a historical and modern perspective by comparing it with Dewey’s ideas on the four points of the school itself, its education, the learning that takes place, and the subjects offered.

As a result of the comparison, the following three points were identified:

(1) The University of Chicago Laboratory Schools were established by John Dewey in 1896, and they were a place where his ideas about education could be put into practice in an actual educational setting. It continued to be a school that practices progressive education, and it continues to serve this role even today.
(2) Today the University of Chicago Laboratory Schools are still promoting child-centered education based on reconstructing of experience and life experience, especially interact between subjects/teaching materials and experience.
(3) Subject learning has also inherited this role, and it serves to create and restructure experience along with knowledge-based lessons. Social studies and the arts also serve this role.
journal title
学習システム研究
issue
Issue 5
start page
141
end page
145
date of issued
2017-03-31
publisher
学習システム促進研究センター (RIDLS)
issn
2189-9487
language
jpn
nii type
Journal Article
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2017 学習システム促進研究センター
department
Graduate School of Education
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