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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/97625

    Title: 日本フリースクールの教育における研究:NPO法人東京シューレの実践を中心に
    Other Titles: 日本自由學校教育之研究-以Tokyo Shure的實踐為中心
    Authors: 王美玲
    Contributors: 淡江大學日本研究所碩士班
    闕百華;Chuen Pai-Hua
    Keywords: 不登校;自由學校;理念教育;另類教育;Futoko;Free School;Alternative education
    Date: 2004-06
    Issue Date: 2014-04-09 10:58:27 (UTC+8)
    Abstract: Free School,直譯為中文即為自由學校,顧名思義泛指以自由為最高理念的學校。自由學校源起於歐美國家,十九世紀末至二十世紀初所興起的新教育運動也可發現其蹤跡。現今自由學校分布世界各地,依國情不同其教育内容也有所差異,但是重視學童自發性學習一理念卻是全世界的自由學校的共通點。由此我們可以了解自由學校有別於一般學校最大的特點,便是以兒童中心主義為最大原則。二次大戰後,自由學校受到美國教育學者杜威「進步主義教育」的影響,自由教育在美掀起高潮,一時之間成為眾所矚目的顯學。
    本論文共分七章,除緒論、結論外,本論部分共有三章,分別為第二章、第三章、第四章。第二章針對自由學校的型態,將之分為歐美的「古典型自由學校」以及日本的「日本型自由學校」兩種類。在第三章中參考日本國立教育政策研究所的「理念學校教育之現狀調查」,進而探究日本型自由學校的現狀。為求更進一步了解日本型自由學校,在第四章中舉出NPO法人「Tokyo Shore」為實例,透過採訪現自由學校學生來加深對自由學校的理解。
    Free School dates back to the end of 19th century, developing from the West. It now appears across the world. By each nation’s social condition, the educational system and curriculum had changed, too. But all of the Free School respect one thing in common, children’s voluntary learning, in other words, they all make a point of “juvenile center principle”. After World War Ⅱ, Free School was influenced by John Dewey’s progressivism education, it was a great success for a while in America.
    In recent years, the increasing number of *Futtock’s student in Japan, Free School has become popular. However, Japanese Free School is different than the Free School in the West. It is very special that Japanese Free School is for Futtock, and it is not a “school”. In a word, Japanese Free School is similar to a private institution. Therefore, this thesis studies Japanese Free School and demonstrates its actual conditions.
    This thesis is divided into seven chapters, except for introduction and conclusion; there are three chapters in the main text. The main text is the Second, the Third, and the Fourth chapters. Chapter 2 discusses Free School’s formation as two descriptions: “West Classic Free School” and “Japanese Free School”. Chapter 3 is a reference to “National Institute for the Education Policy Research of Japan” “The Circumstances of Alternative School’s Education” to understand Japanese Free School. And as for an analysis of Japanese Free School’s conditions, Chapter 4 focuses on this particular item through “Tokyo Shore”.
    In conclusion, to the affirmation at Japanese Free School’s effect in Futtock and Japanese Free School’s educational meaning, I propose the following: “overthrow of school worship”, “construction of outside school system” and “suggestion to the education of future” in order to strengthen its educational system. As for the future of Japanese Free School, it is necessary to change its image, like the facility in Futtock, by changing itself to be a new educational system. A good start for this reform is to attack the administration. Thus Japanese Free School should consider the “Special Zones for Structural Reform” in order for a brighter future.
    *Futtock: nonattendance at the school
    Appears in Collections:[日本研究所] 學位論文

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