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The new national curriculum, which adopted the Period of Integrated Study, was implemented in all Japanese schools in 2002. Since Education for International Understanding was listed by the Ministry of Education and Science first among three other areas such as the environment, information, health and welfare, many schools are now trying to organize their own curriculum to put Education for International Understanding into practice. This paper argues that despite such effort by schools, Education for International Understanding in Japanese schools still has problems both at the policy and practical levels. At the policy level, the narrow interpretation of Education for International Understanding, which was the view held by the Ministry of Education and Science before the revision, still exists. This view lacks global perspectives and potentially encourages ethnocentrism instead of international understanding. At the practical level, since many schools concentrate so much on devising a child-centered approach, they seldom pay attention to why, in the first place, they need to adopt the approach. They also seem to have little interest in finding out why they are encouraged to include areas such as Education for International Understanding and environment in the Period of Integrated Study. In order to test the argument, this paper examines criticism against Education for International Understanding in the early 1990s and practices in the 2000s under the new curriculum.

What is aimed at in ""speaking and listening"" educational research of Japanese language education? In ""speaking and listening"" educational research of Japanese language education, I took up some papers considered to be typical, and considered how the educational target is discussed in each paper. In traditional ""speaking and listening"" educational research, the learner who can make an appropriate and just judgment, without being influenced by a direct desire, direct will, and feeling aims. The capability to perform appropriate judgment was understood to be able to communicate, and rhetoric was asked for the basis of judgment. However, I think that the thought of ""speaking and listening"" education is not in Logic, but is in clinical philosophy, phenomenology, or cultural anthropology. The target and the curriculum of future ""speaking and listening"" education must be constructed through examination of the thought which had a ""fresh"" character of a man in the core who generates new learning, while being seriously damaged.

The purpose of this paper is to characterize the comparative education subjects offered in different programs in different foreign universities. As a subject, comparative education has not been firmly institutionalized in education programs in Japanese universities. There was a movement which aimed at making comparative education as one of the mandatory subjects in the teacher training program, however it was not successful. To date, comparative education subject has been offered in various programs in universities without questioning its appropriateness in each program. Thus, this paper considered the importance of teaching comparative education in relation to a particular program. To consider how a comparative education subject can be appropriate to a certain program, the researchers made use of the programs in Japanese universities where comparative education is being taught, namely: liberal arts education, teacher training, and specialized area study. The researchers attempted to classify the data on comparative education subject using the three programs. The data were collected from different universities in different countries mainly through the internet and partially through field work. Among 269 cases (i.e. comparative education subject) which were found, 176 cases were analyzed and classified since they have clear description within a certain program. The analysis and classification of the cases took into account the nature of universities in different countries. As a result, 11 cases were classified under liberal arts in the undergraduate program level. 69 cases under teacher training course specifically, 38 cases in bachelor level and 31 cases in graduate level. 112 cases under specific area study, 43 cases in bachelor level and 69 cases in graduate level. Discussion on the similarities and diversity of the subject between and among the three types of programs was given.

The purpose of this paper is to consider the curriculum from the teacher’s point of view and the curriculum from the learner’s point of view in the curriculum studies of literary reading. In the area of curriculum studies, the question of how to balance these two positions has been pointed out so far. There are many studies aimed at planning reading skills in advance and arranging them systematically. However, problems have been pointed out in the systematization of reading skills. In addition, the actual situation of learners was rarely analyzed. In other words, curriculum studies from the learner’s point of view becomes an issue in curriculum studies of literary reading. Therefore, I considered the analysis of “the experienced curriculum” of the learners in the Japanese language of high school by Masahiko Inoue (2008). From the learner’s point of view, the life situation of the learner is closely related to literary reading, and it was shown that it is important to be aware of the connection between the literary work and the life situation. Therefore, it may be important for curriculum studies in literary reading to be aware of the connection between the planned curriculum by the teacher and the experienced curriculum by the learner., 本稿は2020年3月に大野が広島大学大学院に提出した修士論文「文学の読みのカリキュラムに関する研究―学童期を中心に―」の内容の一部にもとづいている。

What is aimed at in ""speaking and listening"" educational research of Japanese language education? In ""speaking and listening"" educational research of Japanese language education, I took up some papers considered to be typical, and considered how the educational target is discussed in each paper. In traditional ""speaking and listening"" educational research, the learner who can make an appropriate and just judgment, without being influenced by a direct desire, direct will, and feeling aims. The capability to perform appropriate judgment was understood to be able to communicate, and rhetoric was asked for the basis of judgment. However, I think that the thought of ""speaking and listening"" education is not in Logic, but is in clinical philosophy, phenomenology, or cultural anthropology. The target and the curriculum of future ""speaking and listening"" education must be constructed through examination of the thought which had a ""fresh"" character of a man in the core who generates new learning, while being seriously damaged.

The purpose of this paper is to consider the curriculum from the teacher’s point of view and the curriculum from the learner’s point of view in the curriculum studies of literary reading. In the area of curriculum studies, the question of how to balance these two positions has been pointed out so far. There are many studies aimed at planning reading skills in advance and arranging them systematically. However, problems have been pointed out in the systematization of reading skills. In addition, the actual situation of learners was rarely analyzed. In other words, curriculum studies from the learner’s point of view becomes an issue in curriculum studies of literary reading. Therefore, I considered the analysis of “the experienced curriculum” of the learners in the Japanese language of high school by Masahiko Inoue (2008). From the learner’s point of view, the life situation of the learner is closely related to literary reading, and it was shown that it is important to be aware of the connection between the literary work and the life situation. Therefore, it may be important for curriculum studies in literary reading to be aware of the connection between the planned curriculum by the teacher and the experienced curriculum by the learner. 本稿は2020年3月に大野が広島大学大学院に提出した修士論文「文学の読みのカリキュラムに関する研究―学童期を中心に―」の内容の一部にもとづいている。

In this paper, the author attempts to summarize and analyze the new English curriculum starting in the academic year 2018 at Kyushu University (the new undergraduate school of Kyoso has its own English curriculum) in comparison to its older version established in 2014, focusing on the newer version’s stronger emphasis on academic English. The 2018 version consists of the following courses : / Academic English A : Reception/Academic English A : Production Academic English A : CALL / Academic English B : Integrated (2classes) Academic English B : CALL / Academic English AB : Repeated / Academic English C : Theme Based (Cross-Cultural Understanding/English for Science/Literature/Language) Academic English C : Skill Based (Oral Communication/Debate/Discussion/Presentation/Writing) Academic English C : Intensive (Short-Term Study-Abroad Programs/Debate Programs) Expert English (available for students of some departments) / The author claims that the new curriculum is a still more appropriate academic English program with a strengthened step-up structure, higher aims of study, a higher academic practicality, more intensive courses, and stronger international orientation than its older version.

The current paper sought to analyze policy trend of Active Learning, to clarify the practical purpose and issues on Active Learning, and describe types of Active Learning in high school and junior high school. The types of Active Learning is analyzed from three perspectives of reforms including school curriculum, teaching method, and learning method. For the practice by Active Learning, it will be the key issue on which perspective is emphasized.

Common point can be seen in terms of Spain early childhood education and preschool education in Japan do, teaching through independent activities that basic education through the environment, children and play, attaches importance to respond to the characteristics of each infant. By the way about the environment that recognizes the need for the ability to set an appropriate environment conducive to proactive activities in early childhood as a professional competencies and facilities such as the kindergarten teacher in Japan, planned to encourage proactive activities in early childhood sets the strategic leadership challenge is considered. It has remained, gaining teacher knowledge and rich experience as a measure, not to mention an experienced teacher placement, cited the need to promote faculty personnel exchanges and joint training, but most touching examples of personnel exchanges between Japan and domestic training. Want to program is utilized in the international early childhood education, early childhood education abroad knowledge, taken around the world in this paper can share the fundamentals of kindergarten education in Spain, two countries of the same educational objectives of similarities and differences to reveal. Measures that can lead to an environment that encourages proactive activities in early childhood, to set strategic leadership skills, diverse teaching methods should be considered.

This paper proposes an elementary through high school curriculum that fosters consumer legal literacy in order to achieve the larger goal of consumer literacy. The curriculum instructs students on how to consider various aspects, negotiate, and make informed purchases so that mutual agreement and understanding can be reached. It is suggested that it is possible to develop morals and ethics through consumer education, specifically: taking responsibility for one's actions as a consumer; taking part in societal planning; and making ethical, logical, and just decisions.

The current paper sought to analyze policy trend of Active Learning, to clarify the practical purpose and issues on Active Learning, and describe types of Active Learning in high school and junior high school. The types of Active Learning is analyzed from three perspectives of reforms including school curriculum, teaching method, and learning method. For the practice by Active Learning, it will be the key issue on which perspective is emphasized.

The aim of this paper is to explicate the characteristics and problems of the units for expository text reading in elementary school Japanese textbooks, and to propose some viewpoints to develop new units as cores or elements of curriculum for expository text teaching. The viewpoints are as follows: 1) A typical unit of expository text should contain problem-solving ability, cognitive ability, and critical reading ability as well as basic reading comprehension skills, and should integrate them into a united structure; 2) The system of expository text teaching curriculum should be spiral so that children can learn those abilities and skills, which make it possible to read texts in authentic situations; 3) A new method for explaining the structures of curriculum should be cultivated and the results of the method should function as guiding principles in "teachers' manuals"; 4) A method should be cultivated to develop new teaching materials and organize them into units or curriculum.

This paper reports on the English Language Program (ELP), an intensive English language curriculum for freshmen and sophomores at ICU. It is a required course designed to equip learners with basic academic study skills necessary to participate in today's world of university-level research. We will first describe the curriculum, placement and evaluation of the students, as well as course textbooks and overseas study programs of the ELP. A brief report on the freshman classrooms observed on December 14, 2001 will then be offered. In conclusion, based upon our findings at ICU, we will discuss the possibilities for English language education at Niigata University.

This paper aims to analyze the teaching of the thematic unit named "Culture: Gazing and discovering" which is a part of Modern Japanese for the 11 th graders, evaluate the results, and point out the problems to be solved to reconstruct the whole curriculum. At the final stage of the plan, students were asked to write short essays on "what develops the culture" consisted of the following 3 paragraphs; (1) what students thought before starting the unit, (2) what they thought on the methods of recognition through studying each texts in the unit, and (3) what they realized through the activities of (1) and (2). One third of the students showed the evidence that they arrived at higher level of recognition, though the texts in the unit required them to think in the abstract to a high degree. By analyzing the unit construction and the teaching-learning process, we found the effectiveness of the arrangement of the selections, and student-centered teaching. But there are many students who could not achieve the expected objects. We should improve the construction of units and teaching-learning activities to help all the students arrive at desirable level.

Norway revised its National Curriculum in 1997 as part of a thorough educational reform. Since Norway is a world leader in terms of the policy and practice of education aimed at promoting better international understanding and moreover shares some features with Japan, how it interprets recent social, economic and political development in the new National Curriculum is worthy of study. The paper briefly introduces the term "Education for International Understanding" and the rationale for studying the Norwegian curriculum. The content of the Curriculum is discussed in terms of raising awareness of global citizenship.

In this paper I considered the basic principles when making a teaching plan on the “works of the United Nations” for sixth year students at primary school for their social studies classes. I also tried to show a concrete example of this teaching plan.

With the recent advances of integrated circuit technologies, very large systems can be implemented practically. It is strongly desired to educate students on the ability of VLSI design. KUE-CHIP2 is a simple 8-bit educational microprocessor with full control/observe facilities, which is useful to help students understand how microprocessor works. In Department of Electrical Engineering and Computer Science of Kyushu University, we have made a course of hardware design with KUE-CHIP2 bords since 1992. Undergraduate students design a KUE-CHIP2-compatible processor using schematic editer, and fabricate it using TTLs or FPGAs. In this paper, we will report the progress of the hardware experimental course.

The purpose of this paper is to examine its contents of the licence examination on Fashion Buisiness Ability, and to make use of a guide to adopt a new method in our course. This licence examination is superior by reason of its valuable conntents systematized expert knowledges. Its social estimation will rises in posision, as the form, the co-operation of industries and schools to educate talents. is settled up.

The purpose of this study is to examine the present situation of English education in nursing education in Japan, and to consider the role of English education in the curriculum. In order to make an effective nursing curriculum, general education, including language learning, shoud not be ignored, and what should be taught must be considered carefully. In this paper, the survey shows the difference in the importance placed on language education between the students and the teachers in our nursing department. The desires of the students who just entered our junior college and those of the teachers in the nursing department were compared. Asa result, we found that the teachers think that students should study English only for general refinement or as a part of their professional education. On the contrary, the students want to improve their communication abilities. We concluded that the students' consciousness is mainly on the spoken language, and the teachers' consciousness is mainly on the written language. As a conclusion, it is recommended that ESP (English for Specific Purposes), which the students are not interested in now, must be included in English education in the nursing curriculum. The needs of the students and those of others are not the same, but both needs should be taken into consideration in designing the course and in designing the content of language education., 国立情報学研究所で電子化

The computer education is compared with Canad and Japan. The importance of information technology in society is growing and the needs of computer education increases. The Ministry of Education in Ontario Canada aimes to satisfy the needs and demands the creative use of computer in classroom. This paper is denoted as follows : 1. It is essential for all students to have the computer literacy. 2. It is required in Japan to study computers at earlier school age. 3. Training for teachers is improtant to promote the computer studies in school. 4. Circulation of softwares in one of the important problems in japan. 5. To study haw to use computers in classroom and make up the curriculum is the subjects in Japan. New guideline "Course of study" will start in Japan from 1933 at Junior high school and built the course "Basic of information". Japan would have much to learn from the case study which was done in Ontario Canada.

The aim of this paper is to explicate the characteristics and problems of the units for expository text reading in elementary school Japanese textbooks, and to propose some viewpoints to develop new units as cores or elements of curriculum for expository text teaching. The viewpoints are as follows: 1) A typical unit of expository text should contain problem-solving ability, cognitive ability, and critical reading ability as well as basic reading comprehension skills, and should integrate them into a united structure; 2) The system of expository text teaching curriculum should be spiral so that children can learn those abilities and skills, which make it possible to read texts in authentic situations; 3) A new method for explaining the structures of curriculum should be cultivated and the results of the method should function as guiding principles in "teachers' manuals"; 4) A method should be cultivated to develop new teaching materials and organize them into units or curriculum.

This paper aims to analyze the teaching of the thematic unit named "Culture: Gazing and discovering" which is a part of Modern Japanese for the 11 th graders, evaluate the results, and point out the problems to be solved to reconstruct the whole curriculum. At the final stage of the plan, students were asked to write short essays on "what develops the culture" consisted of the following 3 paragraphs; (1) what students thought before starting the unit, (2) what they thought on the methods of recognition through studying each texts in the unit, and (3) what they realized through the activities of (1) and (2). One third of the students showed the evidence that they arrived at higher level of recognition, though the texts in the unit required them to think in the abstract to a high degree. By analyzing the unit construction and the teaching-learning process, we found the effectiveness of the arrangement of the selections, and student-centered teaching. But there are many students who could not achieve the expected objects. We should improve the construction of units and teaching-learning activities to help all the students arrive at desirable level.

The university students want to learn the most useful subjects for themselves through their university periods. But the students in most universities are forced by the authorities to take a lot of required subjects. 80 students can't make good choices by their wills，in spite of a wide presentation of elective subjects. In this paper we present the advantages of a curriculum on our department that increases the freedom of subjects. We pick out public qualifying examinations this time，and propose curriculum corresponding to the examinations.