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In this papers, to clear the functions and the stuructures of the goals, aims, objects in teaching-learning systems of physical education and the all over education systems in Japan, we have been argued about some problems of the goal theory and the teacher' s behaviors in school systems and the all over the education systems in Japan. Espesialy, the goals of the Japanese national curriculum that the goverment (Ministry of Education) set as the goals, have some particulary characters in the functions, does not become the goals for most physical education teachers. Recently the Japanese school education systems have been changing too flexible, too soft and too weak for the most Japanese young peoples, therefore the goal of education and the physical education dose change to the confusion and the impossibility in the daily school teachers behaviors in the classes. The our discussions about the goals of physical education have been guided us to the results as follows ; 1) The descriptive goals of physical education in the Japanese national curriculum have not the logical necessarily to change the possibility. 2)Traditionary the thinking styles of the Japanese were different from the Europeans, nevertheles the goals of education were constructed acorrding to the European thinking styles. 3) The goals of the Japanese education systems have the double framework that the daily impending teaching-learning behaviors have not compleatly link to the principles of educations.

Dr. Yoshimoto had constructed and made the very smart and clever the framework of didactics or the key concepts for the primary education since 1980. It has been suggested that the functions of deviation amplifying or positive feedback was more important in the physical education class of the secondary school students than the function of deviation counteracting or negative feedback acoording to the systemic theory of Dr. Maruyama. Then we tried to make the concepts for the secondary school physical education. The students of secondary school are clearly different from the students of primary school in their ages, their experiences and their developmental levels, then the key concepts for the didactics must change in Japanese cultural climate of country. We made a key concept of 'justice and humanity' 'relationships' in Japanese language in addition to Dr. Yoshimoto's concepts. Espessially the physical education teachers in junior high school or high school, must understand what a justice and a humanity are. Our discussions were summerlized as follows; 1) It whould be sujested that the function of deviation amplifying or positive feedbacks becomes more and more important perspective than the function of deviation counter-acting or negative feedbacks in physical education class. 2) The imagination of physical education didactics in secondary school must be considered to the 'relationship' full of 'justice and humanity' in addtionally Dr. Yoshimoto's key concepts of 'a look lovely, hold discourse with and inquire of'. 3) The characteristics of Non-liner in the students are very popular, but they are not concrete and changeable, therefore we have to contact directly with our students. 4) The characteristics of Non-liner in students of secondery school give a oppotunity to evaluate feedback to physical education teachers.

Structural changes of international political and economical relation in Japan bring about our life style changes, like as five day working week and too late marriged age in ladies, too small size population in new baby born. And this changes whould effect the Japanese school systems in near feature. And human sports and exersice in our life will become more and more important aspect for health keeping, life presure, and community activities and so on. However the main role of school subject of health and physical education in high school will reform from making physical fitness and attitude or manner of corporative playing, working with other peoples, to keeping the playing and sports under the life-time sports as the spirit of time. And the school role will change in quality, and wil be unclear and change useless activities, therefore we discuss the problems of role of health and physical education in high school. We must discuss the sports and human exercise in school and community from the view points of some pair concepts, body vs mind, nature vs culture, children vs adults, developping contries vs rich contries, man vs woman, with new systmic theory and new soft system theory.

In this papers, to clear the functions and the stuructures of the goals, aims, objects in teaching-learning systems of physical education and the all over education systems in Japan, we have been argued about some problems of the goal theory and the teacher' s behaviors in school systems and the all over the education systems in Japan. Espesialy, the goals of the Japanese national curriculum that the goverment (Ministry of Education) set as the goals, have some particulary characters in the functions, does not become the goals for most physical education teachers. Recently the Japanese school education systems have been changing too flexible, too soft and too weak for the most Japanese young peoples, therefore the goal of education and the physical education dose change to the confusion and the impossibility in the daily school teachers behaviors in the classes. The our discussions about the goals of physical education have been guided us to the results as follows ; 1) The descriptive goals of physical education in the Japanese national curriculum have not the logical necessarily to change the possibility. 2)Traditionary the thinking styles of the Japanese were different from the Europeans, nevertheles the goals of education were constructed acorrding to the European thinking styles. 3) The goals of the Japanese education systems have the double framework that the daily impending teaching-learning behaviors have not compleatly link to the principles of educations.

学校という文化装置に納まり切らないスポーツから「教科内容」を構想出来ないように, 「教科内容」からも, 「国民的共通基礎教養」として機能しないもの, また学校学習の範囲だけで自己完結してしまうものは教科で教える必要もない。だから何よりも教科内容の構成が「国民的共通基礎教養」というか「ミニマムエッセンシャル」というような観点からの評価が必要なのである。また, そうした「ミニマムエッセンシャル」を検討し議論することの中からしか「共通認識」も「実践」への教師の「身構え」も生まれてこない。ここにも「選択制授業」とは相いれない, 教師達の「行為」としての授業創りの第一歩の仕事が格別な「意味」をもってはじまると考えられる。これまでの論述を要約すれば, 以下のようにまとめられる。 1)「身体知」「経験知」を大事にする論理からみれば, これらを「教科内容」論と相即的に考えていく必要性は否定しないが, 出原が試案として提起するように必ずしも教室での「講義」という授業形式が優先的に考えられる論理は成立しない。 2)現実の社会・世界に存在するスポーツや運動の文化を学校という文化装置に引き寄せる論理は, ①教育的正当性, ②地域的価値性, ③日常生活との密着性と考えられる。 3)「教科内容」と「教材」を峻別する論理は二通り考えられ, その統一的原理は, 教師と子ども達に「共通」な「意味」を含んだ「ミニマムエッセンシャル」である。, The school being a cultual fasility has specifically include sports in the "Curriculum Content." Its inclusion could also affect the proper fanctioning of the "Common Basic Education for Citizens." What is important could be the inclusion of the "Common Basic Education for Citizens" and the "Minimum Essensial" in the structure of the curriculum contents. It could be considers as an important basis of the evaluation that should be undertaken. Also, this "Minimum Essencial" seemingly lack of "Common Cognition" and "Pactice" related to the the "Posture" of the teacher. It could also be started that the "Optional Class System" is inappropriate since the "Action" of the teachers in the class is important. It is one of the first task to be made in order to promote the special "Meaning" that could be though of as the beginning. Based on the aforementioned statements, the main points of this research are summerized as follow: 1) In considering the importance of the pinciple of "Bodyly Knowledge" and "Experirentialism", although the "Corriculum Content" theory and its being incorporated immediately could be consideredto be valuable, the planprepared by Izuhara which suggest the primordial importance of "Lecture" as a teaching method could not be considered as the basis of the organization of the pinciple. 2) In the principle of separating sports and exercise fom school, being a social institution with its existence in the sociaty and the world, it is important to take note of the importance of (1) fairness in education, (2) value to the region, and (3) closeness to the daily life activities. 3) The segregation pinciple of "Corriculum Content" and the "Teaching-Learning Materials" could be classify into 2. However, the "Minimum Essential" could promote the acquistion of the concept of "Commonality" and "Meaning" to the teachers and learners.

体育の教科目標に関連して, 学校文化や健康概念のとらえ直しから議論を展開した。体育授業にかかわって教科の目標とか, 単元目標とかも, 具体的な素材としてのスポーツを対象化しながら論じていくしかないと思われた。なお, その際でも, 直接的には「健康」も一義的な意味をもちえず, したがって, 直接の目標には設定しえない。スポーツそのものの中に「教える意味」と「学ぶ意味」を正当に, かつ過程的に位置づけられることが求められていると考える。その正当性とはどこからどのような論理で導かれるかといえば, 現時点では, 次のように考えざるを得ない。 1)体育授業の実践家達の成功事例から実現可能な目標を導出すべきである。そして, 成功という時の「内容」「方法」「条件」ともに「成功」といわしめる基準の確認も重要な観点になる。 2)「自己学習力」は, われわれにまず存するものであって, 〈ある〉とか〈ない〉とか, ないから〈育てる〉とかの論理ではない。われわれ自身の「内」と「外」との相互作用に加えて, 自らの「内なる自己」とのコミュニケーションと相互作用を問題にすることになる。 3)したがって, 「選択制」という授業の方法の検討よりも, どれだけ教師にも子どもにも「意味」のある「関係」を授業のなかに位置づけていくかとする個々の特殊な課題を再把握する方が, 遥かに普遍的で重要な課題解決につながる。 4)そういった関係性の重視という観点から, われわれは, 学校文化・生徒文化というものも, 授業の論理に引き寄せていくことを要求されるだろう。, This paper was envisioned to discuss about the objectives of physical education and also to determine and make appropriate theoretical models on health concepts of sports activities in the school. The health concepts can not be considered appropriate to our sports education in the school. Teachers must then set the meaningful relationship in the teaching-learning process of physical education for both the components as teacher and student. We should also reduce the meaning and the resonabilility from actual sucessful physical education. 1) We should select successful practices, and find out the "contents", "methods" and "criterion" of execellent teaching-learning process in physical education. 2) Since we and the students have a "self-oriented learning power" within ourselves, then we must discuss the quality of communication of "I" and "ourselves" not only about the other people. 3) It is more important to discuss about the problems to what is "meaningful to teachers" and those that are "meaningful to students" among the sports activities in school physical education than the "methods" of the optional systems. 4) The school and student cultures would require our teachers to exert their effort to introduce the didactic theory from the view point of the variety of communication and relationship styles.

Structural changes of international political and economical relation in Japan bring about our life style changes, like as five day working week and too late marriged age in ladies, too small size population in new baby born. And this changes whould effect the Japanese school systems in near feature. And human sports and exersice in our life will become more and more important aspect for health keeping, life presure, and community activities and so on. However the main role of school subject of health and physical education in high school will reform from making physical fitness and attitude or manner of corporative playing, working with other peoples, to keeping the playing and sports under the life-time sports as the spirit of time. And the school role will change in quality, and wil be unclear and change useless activities, therefore we discuss the problems of role of health and physical education in high school. We must discuss the sports and human exercise in school and community from the view points of some pair concepts, body vs mind, nature vs culture, children vs adults, developping contries vs rich contries, man vs woman, with new systmic theory and new soft system theory.

application/pdf, 2017