外国教育研究

2019, v.46;No.352(10) 101-114

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日本中小学“体验性学习”和“体验性活动”政策的发端、主要特征和历史意义
The Policy of "Experiential Learning" and "Experiential Activities" in Japanese Primary and Secondary Schools:Beginning,Main Characteristics and Historical Significance

张德伟;
ZHANG Dewei;School of Education,Hainan Normal University;

摘要(Abstract):

20世纪70年代后期,日本在中小学教育中重新引入了体验性学习和体验性活动,并且通过课程改革暨修订"学习指导纲要"将其落到了实处。当时,日本实行中小学体验性学习和体验性活动政策是为适应学校教育转型而为之的。"体验性学习"和"体验性活动"概念的提出转变了日本中小学课程与教学的理念,课程化是日本实施中小学体验性学习和体验性活动的一个重要特征,重视和加强劳动体验性学习是日本实施中小学体验性学习和体验性活动的一个突出特色。
In the late 1970 s,Japan reintroduced experiential learning and experiential activities in primary and secondary education,and implemented them through curriculum reform and revision of the Learning Guidance Program.At that time,Japan implemented the policy of experiential learning and experiential activities in primary and secondary schools in order to adapt to the transformation of school education.The concepts of "experiential learning" and "experiential activity" have changed the concept of curriculum and teaching in Japanese primary and secondary schools.Curriculum is an important feature of implementing experiential learning and experiential activities in Japanese primary and secondary schools.Emphasizing and strengthening labor experiential learning is a prominent feature of implementing experiential learning and experiential activities in Japanese primary and secondary schools.

关键词(KeyWords): 日本;学校教育转型;体验性学习;体验性活动;劳动体验性学习;课程化
Japan;school education transition;experiential learning;experiential activities;labor experiential learning;curriculum

Abstract:

Keywords:

基金项目(Foundation): 全国教育科学规划单位资助教育部规划课题“日本中小学教育中的‘体验活动’研究”(课题批准号:FDB180512)

作者(Author): 张德伟;
ZHANG Dewei;School of Education,Hainan Normal University;

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