지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
In recent years, the way in which the dual themes of ‘Tradition and Culture’ have been treated in the field of school education have shown growing diversification. Against such a background, this has repercussions on who literally ‘keeps the flame’ of the Education Ministry’s guidelines based on the revised 2006 Fundamental Law of Education.
A further issue that has arisen is to whether any efforts related to these twin themes are to be covered as part of the established core curriculum (including integrated periods of study.) Or, should they be categorised among non-core study areas. Consequently, the effective enforcement of such a curriculum, whose burden is borne by both national and regional government, differs depending on each school’s situation. So, it is ultimately up to the discretion of each individual school as to if it consigns this subject to being a non-core subject or not. In this regard, it is necessary not to overlook the way in which schools and their respective regions are involved.
With reference to the institutional efforts relating to national ideas of ‘Tradition and Culture,’ this paper will review the individual implementations accompanying the revisions made to the Education Ministry’s guidelines. In addition, it will place under consideration the practical elements of the performing arts curricula adopted by Yaeyama High School.
In particular, attention will be paid to the ways in which the courses offered at Yaeyama High School manifest and function in terms of the wider curriculum. Consequently, the educational system related to implementing ‘Tradition and Culture’ based lessons along with the school’s own interpretation of such a policy and its wealth of other functions will be commented upon.
A further issue that has arisen is to whether any efforts related to these twin themes are to be covered as part of the established core curriculum (including integrated periods of study.) Or, should they be categorised among non-core study areas. Consequently, the effective enforcement of such a curriculum, whose burden is borne by both national and regional government, differs depending on each school’s situation. So, it is ultimately up to the discretion of each individual school as to if it consigns this subject to being a non-core subject or not. In this regard, it is necessary not to overlook the way in which schools and their respective regions are involved.
With reference to the institutional efforts relating to national ideas of ‘Tradition and Culture,’ this paper will review the individual implementations accompanying the revisions made to the Education Ministry’s guidelines. In addition, it will place under consideration the practical elements of the performing arts curricula adopted by Yaeyama High School.
In particular, attention will be paid to the ways in which the courses offered at Yaeyama High School manifest and function in terms of the wider curriculum. Consequently, the educational system related to implementing ‘Tradition and Culture’ based lessons along with the school’s own interpretation of such a policy and its wealth of other functions will be commented upon.
목차
1. はじめに
2. 『伝統と文化』をめぐる国の試み：『その他教科 · 科目』から『学校設定教科 · 科目』へ
3. 『学校の裁量権限の拡大』に向けた取組み
4. 八重山芸能を『教育する』：沖縄県立八重山高等学校の事例
5. おわりに
参考文献
Abstract
참고문헌 (0)
참고문헌 신청이 논문의 저자 정보
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2016-830-002000056