カリキュラム概念の整理とカリキュラムを見る視点--アクティブ・ラーニングの検討に向けて  [in Japanese] Arrangement of curriculum concepts and points to view the curriculum: toward consideration of active learning  [in Japanese]

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Author(s)

Abstract

The curriculum represents how the university and faculty would develop students as an organization, through their educational intentions and teaching plans. However, little has been discussed on curricula in higher education as a whole. The tendency would increase if the perspectives of student experience and development are included. Under these circumstances, this article surveyed curriculum concepts across the range of theories of curricula in primary and secondary education. As a result, it was clarified that children implicitly learn more than what is explicitly taught to them (i.e., hidden curriculum), and in primary and secondary education, the curricula had been conceptualized and developed with the children's learning experiences taken into consideration. Furthermore, curricula components were introduced on how we should view the curricula. Based on these, the structure of the curriculum called "The evolving program for Science Education" by the Faculty of Sciences at Osaka University was analyzed. The multi-dimensional perspectives were considered significant in order to understand some curricula structures.

Journal

  • Kyoto University Researches in Higher Education

    Kyoto University Researches in Higher Education (12), 153-162, 2006

    Kyoto University

Codes

  • NII Article ID (NAID)
    110006421684
  • NII NACSIS-CAT ID (NCID)
    AN10487452
  • Text Lang
    JPN
  • Article Type
    departmental bulletin paper
  • Journal Type
    大学紀要
  • ISSN
    13414836
  • NDL Article ID
    8721210
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-B640
  • Data Source
    NDL  NII-ELS  IR 
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