ゆとり教育と学力低下に関する一考察

• 영문명: A Study of Pressure-free Education and Decline in Academic Performance
• 발행기관: 일본어문학회
• 저자명: 오수문(Oh Soo Moon 吳秀文)
• 간행물 정보: 『일본어문학』日本語文學 第71輯, 485~504쪽, 전체 20쪽
• 주제분류: 어문학 > 일본어와문학
• 파일형태: PDF
• 발행일자: 2015.11.30

영문 초록

In the 1980's there were more drop-outs, bullying, violence on campus, and non-attendance seen within the students. The reason for these problems were due to the cram-style education that started after the war and continued on throughout the eras in Japan. As to resolve these problem a pressure-free education curricula was created. In this new curricula, the course contents were carefully hand-picked to relieve the students' educational burden and the school hours were reduced by 30%. The necessity of pressure-free education was heavily called for during the 1980's when there was a fiercely competitive entrance exams to universities called Juken. In order to be admitted to a good university, students not only went to school but also commuted to a cramming school (juku) on their own or parent's expenses. This inclination for consistency in higher education started from middle school and through high school to aim to enter a prestigious college. The primary goal of incorporating the pressure-free education was to deter the overemphasis on knowledge. However, once the pressure-free education was incorporated it had caused a decline in the student's scholastic performance. In the IEA (International Association for the Evaluation of Education Achievement), and PISA(Programme for International Student Assement), Japan's ranking had started to fall. In addition, college students attending Japan's leading private universities took elementary grade and middle school math tests which many students failed to solve these math questions. As a result, pressure-free education was stopped and in 2010 it had closed its curtains. In this report I'd like to evaluate the necessity of the pressure free education system. ゆとり教育は1980年代に生じ始めた落ちこぼれ、校内暴力、いじめ、不登校などを戦後から続いた詰め込み式教育に原因を求め、その解消の為に目指された教育方針である。方法としては、それ以前までの授業時間を3割削減、授業内容を精選し、学生達の教育に対する負担を軽減させるというものであった。 ゆとり教育の必要性が叫ばれ始めた1980年代は、受験戦争と呼ばれる時代であった。大学に入学するために学校の授業だけでなく塾に通い、私教育が加熱していった。このような傾向は高校だけに止まらず、中高一貫教育への入学を目指し、中学にまで下がっていった。ゆとり教育は知識偏重を抑止する目的を担っていた。 しかし、その後、ゆとり教育は日本の学力低下を引き起こした。IEA、PISAなどの国際学力テストで日本の順位を落すことになった。また、日本の屈指の国立校の大学生に小学生の算数、中学生の数学などの試験をさせたところ、解けない学生が続出した。このような結果から、ゆとり教育の停止が叫ばれ、2010年にはその短い幕を下ろした。 よって、本稿ではゆとり教育が本当に必要であったのか、検証してみたいと思う。

목차

要旨

1. はじめに

2. ゆとり教育への経緯

3. 日本の「学力低下」

4. ゆとり教育の必要性の主張

5. おわりに

参考文献

키워드

유토리(여유) 교육 수험전쟁 학력저하 pressure-free education decline in academic performance Juken(entrance exams to educational facilities) ゆとり教 育 受験 戦 争 学 力低下