| 摘要: | 最近，日本社會掀起了一股「學力低下」「國語力低下」的浪潮，引起低下的原因當中，最受到批判的是教科內容的嚴選及授課時數的縮減，像西村和雄與苅谷剛彦等學者就是站在批判的角度；相較之下，相澤秀夫與市川伸一等則認為以教科內容的嚴選為一個契機，藉此可以重新思考未來所需要的能力為何，且可以活用嚴選而產生的時間，來思考學習的意義、學習方法等。如上所述，國語力論爭是以“贊成”或“反對”教育政策為基軸而展開，那麼國語學力是否真得受其影響？
昭和五十年代，因「填充式教育」「考試競爭」等原因，而產生了學力低下，為了解決學力低下問題，採取了寬裕教育及教科內容的嚴選、授課時數的縮減等策略，從此之後，教育改革的基本理念就以寬裕教育為中心；但約平成十年時，學力低下、國語學力低下又再度被提起，這是否代表著從1977年至1998年間所實施的寬裕教育政策有所缺失？
因此，本論文是以寬裕教育開始實施的昭和四十年代至五十年代中期，及平成年代這兩個時期為中心點，來探討以寬裕教育為教育政策中心之下的國語學力，及寬裕教育和國語學力之間的相關性。此外，論文中也會提及文部省如何看待學力低下、如何排解社會大眾對於學力低下的擔憂，還有探討文部省指定校所實施之國語力提昇策略等。
Recently, it has raised the tide of “The decline of academic ability and language ability of Japanese” in Japan. Among the reasons which cause the decline, the most critical are the choice of educational content and shortening of lecture hours, such as 西村和雄(nishimurakawao),苅谷剛彦(kariyatakehiko)and other scholars who take critical view to judge this issue. Contrary to these scholars, 相澤秀夫(aizawahideo) and市川伸一(shikawashinichi) scholars regard the choice of educational content as an opportunity to rethink what abilities do people need in the future. It also could think the meaning and method of learning from the choice of educational content. Above the mentions, the beginning of controversial argument in language ability depended on the basis of “agree” or “disagree” of educational policy, so is the language ability influenced by that?
In 50’s of Showa, because of “rote learning” and “examination competition”, it caused the problem of education decline. In order to solve the problem, the government adopted some strategies, such as educational flexibility, strict choice of educational content, and shortening of lecture hours. From now on, the basic idea of educational innovation has been focus on the educational flexibility. But, about ten years in the Heisei, the problems of academic ability decline and language ability decline were mentioned again. Did it mean were there some weaknesses in the policy of educational flexibility which were raised in 1977 to 1998?
Therefore, the main point in this thesis focuses on two generations；40’s and 50’s Showa, the beginning generation of educational flexibility, and Heisei generation. We focus on these two generations to discuss the language ability which is under the educational flexibility policy, and the relevant between the language ability and the policy. Besides, I also bring up how the Ministry of Education treat academic decline and how they mediate the public’s worries about academic decline. Furthermore, I discuss the promotion policy to language ability in schools which the Ministry of Education appointed to. |
