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|Other Titles: ||The achievement of Japan's national language in the phase of compulsory education|
|Authors: ||吳麗敏;Wu, Li-min|
|Keywords: ||學力;國語力;寬裕教育;教科內容的嚴選;Academic abilities;The language ability of Japanese;Educational flexibility;学力;国語力;ゆとり教育;教科内容の厳選|
|Issue Date: ||2010-01-10 23:56:22 (UTC+8)|
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.
|Appears in Collections:||[日本研究所] 學位論文|
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