<論稿>大学のカリキュラム改革と授業改善

Abstract

1) In this essay we report on the Subject Study IV of the 11th Annual Conference of The Japanese Society for Curriculum Studies at Kyoto University on Jul. 9th in 2000, in which we discussed Curriculum Reform and Improvement of Instruction in University Today. 2) Preceding the Conference, Professor TANAKA, Kyoto University, as a coordinator and one of the two chairmen of the Subject Study IV, sent letters to the panelists and the other chairman (Professor Nisi, Joetsu University of Education). In these letters he considers the focal points of this Subject Study. He points out that under the universalization of higher education today such tasks as the curriculum reform, the improvement of instruction, and the faculty development should be done in close cooperation with each other and beyond the conflict between "schooling" (to organize an efficient and economical teaching-learning system against dysfunction of the oldfashioned system) and "deschooling" (to organize learning communities against such alienated and unhumanistic "schooling"). 3) Professor IMAI, Aoyama-Gakuin University, emphasizes in his report that it is necessary for us to reform the scientifically curtailed university curricula towards the holistic one, in which not only sceientific knowledge but also reflective knowledge, everydayness knowledge and bodily knowledge should be totally included and organized. 4) Professor AKAHORI, Tokyo Institute of Technology, discusses the improvement of instruction in our university and illustrated new methods of instruction with such examples as Problem Based Learning, learning through discussion and utilizing internet web for facilitating discussions. 5) Professor FUJIOKA, Kyoto University, points out several strategies to organize the faculty development from his abundant experiences in the course planning and development of teacher training. 6) Then follow lively diccusions between panelists and participants. They are too various but almost of them try to indicate the deviance of the preceding discussions from the total comprehension of our universities today and to complement these discussions. 7) At the end of this report, Professor TANAKA summarizes these discussions and then he points out the significance of our discussion. As the theorization and practice of university education should be done by the teaching staffs of universities, i. e. by the same people at the same time, so the discussion on the higher education entails therapeutic meaning for our theory of education, which used to be developed in a depersonalized and detached manner away from the reality of our educational situation.