東京女子高等師範学校附属小学校におけるプロジェクト・メソッドの研究実態 : 第三部幼学年カリキュラムの開発を中心に

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  • The Study of Project Method at the Elementary School Attached to Tokyo Women's Higher Normal School : Focusing on the Development of the Lower Grades Curriculum
  • トウキョウ ジョシ コウトウ シハン ガッコウ フゾク ショウガッコウ ニ オケル プロジェクト メソッド ノ ケンキュウ ジッタイ ダイサンブヨウガクネン カリキュラム ノ カイハツ オ チュウシン ニ

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The Elementary School Attached to Tokyo Women's Higher Normal School started a educational study of lower grades from 1919, which modeled the Horace Mann Elementary School's experimental study. Next year, a new classroom was introduced to conduct the experimental study of project method for the first grade's third group. I attempted to explore the features of curriculum development, comparing with the curriculum development at the Horace Mann Elementary School. William H. Kilpatrick proposed the experimental study at the Horace Mann Elementary School, which was based on the achievement of the Horace Mann Kindergarten's experimental study. This study aimed at the development of the activity curriculum through selecting the materials beyond the traditional subject-matter curriculum. The teachers at the Elementary School attached to Tokyo Women's Higher Normal School examined the Horace Mann school's reports titled "Horace Mann Studies in Primary Education." They understood the main topics of Horace Mann's study as an attempt to build the linkage between Kindergarten and Elementary Schools, an attempt to emphasize the children's interests and activities, and an attempt to organize the social lives surrounding the children. However, as they tried to study the curriculum on the basis of the individual subject matter, they failed to organize their own activity curriculum. I analyzed the reasons of their failure as follows: First, the teachers at the Elementary School attached to the Tokyo Women's Normal School could not understand the meaning of the linkage between kindergarten and elementary school in terms of that the elementary school modeled the kindergarten's practices. Because they did not study the principles of practices at the kindergarten, they were not aware of the importance of the curriculum development through selecting materials. They were confused with the mixtured ideas of the materials, classroom equipment, and subject-matter. Second, they did not study the theory of Kilpatrick, which was the foundation of activity curriculum. They did not understand Kilpatrick's conceptualization of the simultaneous learning of the acquisition of knowledge and skills, and building of character and attitude so that they could not correctly interpret the meaning of activity. Thus, their attempt was limited to the correlation of the subject-matters

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