大正新教育期富士尋常小学校のカリキュラム改革と学校経営

<p>This article aims at clarifying the process of curriculum reform and the characteristic of the school management at Fuji elementary school during the Taisho new education period. Despite of being a public school where was generally hard to engage in such movements, Fuji elementary school has shown a good performance of the curriculum development of life education for the whole school under the leadership of principal Uenuma. Former studies had put their eyes on what Uenuma had written or had said, evaluating his leadership. However, this paper focuses on teachers’ activities and their growth, and sees how the leadership or advice of Uenuma had worked. For that purpose, I investigated into various kinds of reports and reminiscences of the teachers, and analyzed the relationship of the staffs including the teachers and the principal. Then I could see how they were brought to the development of life-­unit curriculum and how they thought and acted during the process of the development.</p><p>Main findings of this paper are as follows. The first finding is about how curriculum reform had taken place. A bunch of practical leaders had led the lesson improvement, and then involved other teachers that would share the same concern. They came to understand that their students’ development of interest and abilities are very dynamic and became to establish the stance to find the problems from the observation of their students. The second finding is about the organization process of the teachers’ activity of research. The primitive voluntary group formed around the leaders came to be organized as a research section in the school, and the section got reformed furthermore to form a research community where they can learn from each other. And the third finding is about the Uenuma’s critical role as a principal. Without requiring reformer’s attitudes of the teachers forcibly, he took the responsibility of preparing the condition for teachers’ research activities and the role of being accountable to the public. Thus, he could support the curriculum development by facilitating the progress of the teachers and that was the kind of leadership he took in the school reform.</p><p>At last, I reflected upon what kind of implication this case study would give us for our educational reform. Through seeing the leadership as dynamic and multi­-function, I pointed out that we need the relevant environment and context in the teacher education system so that such function could really work.</p>