アメリカのキャリア教育における「文脈的な教授・学習(contextual teaching & learning)」の特質 : 主に中等教育のアカデミックな教科における学習指導の実践に注目して

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  • The Theoretical Development and Practices of "Contextual Teaching & Learning" in US Career Education : Focuses on instructional practices in academic subjects at the secondary education level
  • アメリカ ノ キャリア キョウイク ニ オケル ブンミャクテキナ キョウジュ ガクシュウ contextual teaching learning ノ トクシツ オモニ チュウトウ キョウイク ノ アカデミックナ キョウカ ニ オケル ガクシュウ シドウ ノ ジッセン ニ チュウモクシテ

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This article argues on the characteristics and meanings of "contextual teaching & learning (CTL)" as an instructional method in US career education, focusing on practices in academic subjects at the secondary education level. CTL is proposed as an alternative instructional method to deal with problems of schooling. It suggests the importance of "connecting" among contexts and each learner's meaningfulness in learning at school. This is done through the relating of contents of learning to the real world and helping learners to apply what they learned, based on the learners' interests to motivate them to learn, especially in academic subjects. In the United States, CTL is considered as one of the key elements of career education. CTL in career education considers the "context" of CTL as occupations. It intends for all students, including students taking vocational courses, to achieve high academic standards, including applied competencies such as problem solving, and to become interested in occupational careers and gain the knowledge and skills of occupational tasks. The backdrop of this is problems of "transition from school to work." Practices of CTL in career education are shaped into classes introducing the context of careers in a subject, interdisciplinary learning on careers, and project-based learning on careers. Summarizing the above, the author discusses three characteristics of CTL in career education as an instructional method in academic subjects: 1) to motivate students to learn, occupational careers as a social context are used in teaching (namely, connecting personal context with social context through socially-constructed meanings of learning); 2) "learning by doing" in the process of teaching and learning is emphasized (namely, connecting contents of academic subjects with learner's experience); 3) applied competencies such as problem solving that can help to transfer what they learned to (future) workplaces as well as abstract knowledge is stressed as the goal of teaching and learning (connecting learning in the present with future situations.) Conventional methods of teaching abstract knowledge in academic subjects is decontextualized; most students don't feel this knowledge is related to their life. However, many people, such as the authors of the SCANS report, point out that knowledge in academic subjects is needed for students' lives, especially in their occupational careers. Thus, teaching in academic subjects needs contexts that deepen students' learning. In short, CTL in career education is the means of instruction and learning to explore relationships (namely "connecting") through occupations. In other words, it is oriented toward workplaces and working people, and the knowledge which learners should learn is embedded in them. CTL in US career education implies the following to the development of career education in Japan. First, CTL proposes valuable measures for underachieving students as an instructional method. Second, in contrast to the "New Value of Learning Ability" of the Ministry of Education, Culture, Sports, Science and Technology, which is oriented to value learning itself, CTL proposes an alternative paradigm of education which considers it important to learn in accordance with the learner's interests and career goals through social relationships. In the future, the authors will study the role of CTL in transition of learners to future social contexts (situations) and the meanings of CTL in technical (vocational) education.

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