資質・能力ベースのカリキュラム改革をめぐる理論的諸問題--教育的価値を追求するカリキュラムと授業の構想に向けて--

Abstract

Recently, a genuine move is being seen in the curriculum and its evaluation towards a competency-based curriculum moving away from a content-based curriculum such as the structuring of the courses of study towards the development of cross-curricular competencies. In this paper, I study the risks and potential of Japanese competency-based curriculum reform. Based on this, I will be conducting a fundamental review of the intrinsic problems of competency-based reform, and will pre-sent practical outlooks to pursue its potential. First, it is important to develop discussions relating to value in schools to review the philosophy and goals of education and its ideal human form in response to competency-based reform, which has a tendency to place superior value on economic de-velopment as well as efficiency and convenience, while also being prone to a pro forma, objective concept of competence taking on a life of its own as well as mentalism. In the discussions, it is important to externalize the conflicting values inherent in the academic disciplines and basic concepts at the level of educational content, and to organize discussions on content that is worth teaching and learning. In addition, there is a need to think about the substance of the competencies that schools should guarantee, narrowed down to what schools should and can do, and to consider how this is to be treated in the school curriculum as a whole. As well as emphasizing the state of being proactive (forming of independent individuals) which cannot be fit within the framework of socialization, it is important to expand the basic unit of the curriculum going beyond the acquisition and deeper understanding of the subject matter (transference of cultural heritage), to the refinement of knowledge and skills in learning to "do a subject" (participation in cultural practice). Furthermore, in the pursuit of quality active learning which does not fall into energism, it is important to aim for learning that unites the pursuit of activities that use higher cognitive functions and the pursuit of a deeper cognitive and emotional intrinsic involvement, and the deeper understanding that it achieves. Moreover, it is also necessary to work on the selection and structuring of essential subject content which should be explored (solid, superior-quality knowledge of discussions that may potentially become the core of the framework for the world's perspective).