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

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.