初等教育における成績評価制度の日韓比較硏究 : Comparative Research on Grading System in Elementary Education in Japan and Korea
저자
발행사항
東京 : 法政大学 大学院, 2010
학위논문사항
Thesis(M.A.)-- 法政大学 大学院 : 国際日本学インスティテュ-ト研究科 2010
발행연도
2010
작성언어
일본어
발행국(도시)
일본
형태사항
76p. ; 26cm
소장기관
Facing the 21st century’s informational society era, when economic, political and social structures are undergoing major changes, there can be observed various strategies to reform education, as every country tries to review its educational system from the point of view of becoming more successful in the international competition and to flexibly respond to the changes of our age. Especially the theory of equality and competition has become an important task in the field of education in many countries and has been attracting a lot of attention. The problems of “equality” and “competition” have primarily been important social issues brought about by the penetration of the ability theory based on the market theory into economy and society. The modern society on one hand based on the principles of equality, experiences on the other hand competition in numerous areas, such as economy and life, as well as gradually increasing social and economic differences. This is due to the fact that the concept of equality is after all the concept of equal opportunities, not the concept of equal outcomes.
The education is not an exception either. In recent years more emphasis is placed on an equal approach in the field of school education which doesn’t create differences and criteria of good or bad according to the pupils’ individual abilities and grades. Furthermore, the educational concept claiming that “learning is win or loss” is pointed out as out-of-date and a preferable approach is to not allow competition to become a normal occurrence.
However, even if pupils, while being treated equally within their schools, can spend a peaceful time, as soon as they get out into the world outside the school, they will most likely be confronted with competition and differences in their everyday life.
How do Japan and Korea, whose educational systems and educational environment are said to be similar, respond to the reality of social competition and differences? Furthermore, what role does school education play in the societies of both countries and how does it shape pupils’ set of values? Aren’t the differences in the set of values and national character between Japan and Korea caused by the different educational patterns in both countries exercised from an early age?
Based on the above, I chose “Equality and Competition in the School Education” as a topic for my thesis in a broad sense, in which I focus on the grading system, analyze it from the point of view of comparing differences and specific characteristics of grading styles and evaluation approaches in the school education of both countries, and examine how the grading methods change together with social changes and in the flow of time. Also, I explain the social influence it has in both countries, especially on the formation of children’s set of values.
For more objective examination of how the grading system of both countries is actually implemented, I decided to use official and legal documents related to the grading systems established nationwide in both countries. In case of Japan, I take a close look at the record of the overall evaluation of each student called the “Cumulative guidance record” (Shidoyoroku) and at the basic rules for grading and evaluation which can be found in the “Course of Study” (Gakushu shido yoryo) – a document that sets standards for creating the above record. Regarding Korea, I take the “Document of school life records” (which corresponds to the Japanese “Cumulative guidance record”) and the “Procedures for usage of the Document of school life records” as objects of comparative research and analyze them. I set out the following four research problems and clarify them.
Firstly, by studying the specific ranking and legal system of the Japanese “Cumulative guidance record” and the Korean “Document of school life records” I examine what kind of forms and mechanisms determine the grading systems in both countries.
Secondly, I examine the principles of grading and evaluation in the present Japanese “Course of Study” and “Cumulative guidance record” and the Korean “Document of school life records,” take up several items and make a comparative study through which I clarify specific features of each.
Thirdly, I take a look at how the grading system in school education of both countries has changed in the flow of historical and social transformations after the end of the Second World War, and by pursuing this restoration I reflect on the specific features and background that can be seen emerging from this.
Finally, based on the results of the analysis I consider hints given in the process of comparing the Japanese “Cumulative guidance record” and the Korean “Document of school life records”. This time I focus on elementary education which is the most important period throughout the universal education system in regard to the formation of children’s set of values.
Until now most of the research in the field of grading and evaluation in education has been written from a somehow limited point of view regarding educational ideas or policy, but the literature is still deficient in analyzing the theory of competition in education and grading system from the point of view of international comparison, and in further relating the grading styles with the structure of the society.
Therefore, we might say that this comparative research of the grading systems of Japan and Korea has a significant importance in leading to new possibilities of understanding different societies.
21世紀の知識基盤社会を迎え、政治•経済•社会構造が大きく変化するなか、各国ごとに国際競争力向上という新たな視点から教育を見直し、また時代の変化に弾力的に対応するために、教育改革に向けた多様な取り組みが見られる。とりわけ、教育における平等と競争原理は多くの国において教育問題の重要な課題として位置付けられており、強い関心が向けられている。そもそも、「平等」と「競争」という問題は、市場原理に基づく能力主義が経済や社会に普遍化する中で、それに伴って生じた社会的問題である。現代社会は、平等原理を踏まえてはいるが、経済や生活など、さまざまな所で競争が生じており、経済∙社会における格差は一層拡大する一方である。それは、平等という概念があくまでも機会の平等であって、結果の平等ではないからである。
教育もその例外ではない。近年の学校教育においては、生徒個人の能力や成績に応じて優劣∙差異を置かず、平等に扱うことが強調されている。また、「勉強は勝ち負け」という教育観は時代遅れの取り組みであると指摘され、競争を常態化させないことが望ましいとされている。
だが、学校の内部では生徒たちは平等な取り扱いのなかで、穏やかに過せるとしても、学校外の世界に出るや否や、人生を通じて競争と格差が待ち受けているかもしれない。
社会における競争と格差という現実に対して、教育制度•教育的風土ともに近いと言われている日本と韓国は、どのように対応しているのだろうか。また、日韓両国の社会において、学校教育はどのような役割を果たし、子供にどのような価値観を与えているのだろうか。日本と韓国の国民性や価値観の差異は、幼少の頃からの教育によるものではないだろうか。
このようなことを踏まえて大枠として「学校教育における平等と競争」をテーマとし、本論では成績評価制度に焦点を合わせて、日韓両国の学校教育における成績の付け方および評価観の相違や特徴を比較の観点から分析し、成績評価の方法が社会的∙時代的流れとともにどのように移り変わったのかを考察する。またそれらが両国の社会、とりわけ、子供の価値観形成に与えた影響を明らかにする。
なお、両国の成績評価制度が実際にどのように実施されているのかをより客観的に考察するために、各国家レベルで定めた成績評価制度に関する公的∙法的文書を用いることにする。日本の場合は、生徒個々人に対する総合的な評価の記録である「指導要録」およびその作成規準を指示する『学習指導要領』における成績評価の基本原則を考察する。一方韓国においては、「学校生活記録簿」(日本の「指導要録」に該当する)および「学校生活記録簿の取り扱い要領」を比較の対象とし、分析を行なう。また研究課題として次の四つを設定し、明らかにする。
第一は、日本の「指導要録」と韓国の「学校生活記録簿」の法制上における位置付けを検討した上で、日本の「指導要録」と韓国の「学校生活記録簿」がいかなる形式や仕組みを通して成績評価が行なわれるかを考察する。
第二は、現在の日本の『学習指導要録』および「指導要録」、そして韓国の「学校生活記録簿」における成績評価の原則を考察し、いくつの項目を取り上げて比較考察を行ない、それぞれの特徴を明確にする。
第三は、第二次世界大戦終了後、両国の学校教育における成績評価制度が、歴史的∙社会的な流れとともにどのように移り変わってきたのか、その変遷を追いながらそこから読み取ることができる特徴および背景について考えていくことにする。
最後に分析の結果に基づき、日本の「指導要録」と韓国の「学校生活記録簿」の比較の例が示唆するものを考察する。その際、公教育の仕組みのなかで、子供の価値観形成に最も重要な時期である初等教育を考察の対象とする。
これまで教育評価および成績評価に関わる研究のほとんどは、教育思想あるいは教育政策という限られた観点から論じられたものが多く、教育における競争原理と成績評価制度を国際比較の視点から分析し、さらに成績の付け方を社会の在り方と関連させて論じたものは、まだ見当たらない。
したがって、本研究における日韓両国の成績評価制度の比較は、異なる社会を理解する新たな可能性につながる大きな意味を持っていると言える。
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