イギリスの知的障害者継続教育におけるカリキュラム開発の展開

• 丸山 啓史

  京都教育大学

書誌事項

タイトル別名

• Curriculum Development in Further Education for People with Learning Difficulties in the UK
• イギリス ノ チテキ ショウガイシャ ケイゾク キョウイク ニ オケル カリキュラム カイハツ ノ テンカイ

抄録

  This paper analyses curriculum development in further education for people with learning difficulties in the UK, focusing on participation by students in the process of education. The purpose of this paper is to clarify the structure of curriculum development.   There have been two approaches to curriculum development. The traditional method is the objectives approach that is based on behaviourism. The innovative one is the process approach that emphasises the process of education and participation by students.   Curriculum development in the 1980s, led by FEU (Further Education Unit), had aspects of both two approaches. Because the objects of education were identified with acquisition of various skills, the objectives approach kept its influence. This nature of curriculum development was common in curriculum development led by NIACE (National Institute of Adult Continuing Education) from around 1990.   Although the importance of students' participation was recognised, in practice it has been limited.

収録刊行物

• 日本社会教育学会紀要

  日本社会教育学会紀要 44 (0), 83-91, 2008

  日本社会教育学会

詳細情報

• CRID: 1391131406308144512
• NII論文ID: 130007973894
• NII書誌ID: AN0019161X
• DOI: 10.34530/bjssace.44.0_83
• ISSN: 24360759
• ISSN: 03862844
• NDL書誌ID: 9695552
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I9695552
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • NDL
  • CiNii Articles
  • KAKEN
• 抄録ライセンスフラグ: 使用不可