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논문 기본 정보

자료유형
학술저널
저자정보
이재원
저널정보
대한공업교육학회 대한공업교육학회지 대한공업교육학회지 제11권 제2호
발행연도
1986.12
수록면
26 - 41 (16page)

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초록· 키워드

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After World War II, the Japanese school system was reorganized into 6 - 3 - 3 - 4 system in cooperation with American education advisory mission. The first curriculum standard completed as the effort of both American and Japanese educational specialists for newly opened schools was distributed in 1947. Shoku - gyo - ka, vocational subject was introduced as a required one for all boys and girls in the newly established 3 years middle schools. Each school offered one or more of the program (s) in related to the agricultural, industrial, commerercial, fishery and homemaking field. The vocational guidance aspect was much emphasized even though the program (s) is/are limitted field in the school. In 1951, first curriculum revision was made by the MOE. The name of subject, Shoku - gyo - ka (vocational subject) was renamed as Shoku - gyo Ka - dai Ka (vocational and homemaking subject) by accepting the opinion from the homemaking education groups. The 12 works such as planting, tool handling, bookkeeping, cooking...were selected as the minimum essential ones for daily life both at home and work and catergorized into four group. All pupils in 7 th grade were required to take 6 works from each of four groups, all in 8 th required 4 works from each of two groups and all 9 th 3 works from two groups. The broad basic to specific advanced program approach was considered and vocational guidance was much emphasized. Boys had, at least, to take the work either cooking or babysetting. In 1957, the second curriculum standard revision was made by the MOE. The name of the subject, Shoku - gyo - Ka - dai Ka (vocational and homemaking) was still remained. However, the content of the subject was restructured into 22 items such as agricutural processing, construction, management, home management, industry and job market...in six catergorized groups. In 1960, the third revision was made by the MOE. The name of subject, industrial arts (Ki - jutsu - Ka) was shown in this revised curriculum standard. As Japanese economic and industry was growing and developing rapidly, the school programs were required to educate the pupiles to understand the modern industry and technology, their relation to daily life, and to encourage the creative thinking and activities. The content of subject was not unified for all pupiles but differenciated for boys and girls. Drawing, woodworking, metal working, planting, machine shop, electrical lab and comprehensive work practice were required for boys and drawing, home appliance, cooking, clothing, and nursling were for girls. In 1972, the fourth revision was made. Unexpectedly the aims of industrial arts education were emphasized to obtain the knowledge and skills needed for daily life through the practical learning experiences rather than to understand the modern industry and technology. Many of the professions critisized the aims shown in the MOE revised curriculum. Only by providing the flexibilities to conduct the programs at school settings, the content of the subject was not much changed. Boys and girls were segregated with learning content. In 1981, the fifth revision was made. No much change in the aims of industrial arts was made. Practical learning experiences needed for daily life were still emphasized. Although two content classifications for boys and girls were disappeared, learning content was identified seperately for boys and girls. The hypothesis of this study : As the nations`s economic power is growing and technology is developing rapidly in Japan, the aims of industrial arts may change into more wider aspect to understanding the modern industry and technology rather than to obtaining the knowledge and skills needed for daily life, was not verified. However the newly started educational program, industrial arts, has greatly contributed to educate the Japanese youth to think rationally, scientifically and creatively and to apply their ideas into practice through the practical learning activities.

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