ベトナム国家大学ハノイ校日越大学 地域研究プログラム日本研究専攻 修士学位論文 ｢子ども中心主義｣の視点から見た日本の｢生活科｣と ベトナムの｢自然と社会｣における授業展開の比較 地域研究プログラムコード：8310604 01QTD 指導教員 主指導教員 PHAM THI THU GIANG 准教授、博士 副指導教員 齋藤希史 教授 学位申請者 LE THI THUY TRINH (学籍番号 18110003) 2020 年 6 月 目次 第１章 序論 1 1 1 研究の背景 1 1 1 1 「子供中心主義」の起源と経緯 1 a 19 世紀前半までの授業形態について 1 b ｢子ども中心主義｣の登場と歴史力 4 1 1 2[.]
序論
研究の背景
1.1.1 「子ども中心主義」の起源と歴史 a 19 世紀前半までの授業形態について
To understand the background of child-centered education, it is essential to examine the educational conditions leading up to its emergence This analysis focuses on the changes in teaching methods since the 18th century During this period, the Industrial Revolution resulted in a significant number of children being employed in factories, leading to concerns about juvenile delinquency as these child laborers roamed the streets on Sundays engaging in mischief In response, churches began to gather impoverished children to impart moral values, basic literacy, and numeracy in a cost-effective manner This need for efficient and economical mass education led to the development of the monitorial system by Bell and Lancaster, which quickly spread across Europe and extended to America and Africa.
図 1－1 秩序維持場面 1 図 1－2 教授場面 2
In Figure 1-1, the individual on the right represents the teacher, while the person on the left is an observer Standing in the center is the General Monitor (assistant), who communicates the teacher's instructions to all students seated in the large auditorium, resembling a speaker Students are organized into classes and are under the supervision of the Class Monitor, positioned at the left end of the desks.
Figure 1-2 illustrates a scene where a monitor is conducting a simultaneous class for groups using a draft station and desks.
1 佐藤 学（1999）『教育の方法』p.45
In their work "Education and Schools: Aiming for the Writing on the Wall," Taro Igarashi and Nobuyuki Okawa explore the dynamic relationship between education and architectural environments Published in "10+1" No 05 in 1996, the authors argue that the physical spaces of schools significantly influence educational practices and learning experiences They emphasize the need for an innovative approach to school design that reflects contemporary educational needs, ultimately advocating for a transformation in how we perceive and construct educational environments.
The monitorial system categorizes students by academic ability within each subject, facilitating a competitive evaluation process through examinations that allow high-performing students to advance to higher classes while those with poorer results are placed in lower classes This system employs a structured approach to teaching, breaking down lessons into specific content areas and stages to ensure effective delivery Additionally, it involves the division of labor within the school organization, assigning roles to administrators and monitors, and standardizing teaching activities Consequently, this allows for the mechanical classification and assessment of large numbers of students, enabling a small number of teachers and assistants to instruct many children While the monitorial system is often equated with simultaneous teaching methods in studies from the United States and Japan, it is essential to redefine it as a method where students are grouped and taught simultaneously by assistants Moreover, the concept of simultaneous teaching is characterized by a single teacher instructing a group of students with the same content at the same time, indicating a fundamental difference from the assistant method Critics have pointed out limitations of the monitorial system, such as its inability to adapt to an expanding curriculum beyond basic literacy and numeracy, difficulties in managing noise in classrooms with multiple concurrent classes, and challenges in maintaining student engagement and motivation.
In the mid-19th century, the establishment of England's public education system led to the limitations of the monitorial system, prompting educators like Wilderspin and David Stow to develop the gallery method of simultaneous teaching This shift was driven by the need for qualified teachers capable of delivering more advanced educational content due to the expansion of subjects Additionally, parents began to recognize that children over the age of 11 could pursue careers with higher incomes than those offered by the monitorial system Lastly, the introduction of a tiered teaching structure from Lancaster schools further emphasized the need for a more effective teaching approach.
3 Hogan, D., The Market Revolution and Disciplinary Power: Joseph Lancaster and the Psychology of the
Early Classroom System, History of Education Quarterly, vol 29, no 3, 1989, p.386.；安川哲夫「『一斉教
The report titled "Reconsidering Monitoring Systems: What is the Situation of Education?" is part of the research outcomes from the 1984 Grant-in-Aid for Scientific Research on the historical development of international educational exchanges in the modern world.
The adoption of the gallery-style teaching method in school buildings emphasizes the pursuit of economic efficiency and the ability to accommodate a large number of students.
図 1－3：ギャラリー方式の授業 4
As shown in Figure 1-3, the arrangement of tiered seating allows dozens of students to face the teacher, enabling the instructor to see all students at once This setup also facilitates peer learning, as students can observe each other's progress However, in this gallery-style classroom, direct instruction from the teacher is not the only method employed; there are also designated group zones equipped with monitors for guided learning.
In the context of the UK, the advantages of the gallery method are highlighted in the "memorandum," indicating that this approach allows "more children to receive personal attention from superior teachers, resulting in better intellectual and moral training." According to Hamilton (1989), this method enhances the educational experience for students.
Một trong những mối quan tâm quan trọng của Stow là khả năng của giáo viên trong việc thu hút sự chú ý của tất cả học sinh cùng một lúc, và học sinh nên trải nghiệm sự đồng cảm lẫn nhau như một hiệu ứng đồng thời Các yếu tố dẫn đến việc áp dụng phương pháp giảng dạy đồng loạt thay cho phương pháp trợ giảng cũng cần được xem xét.
Hamilton recognized that the knowledge and skills of teachers are paramount in the national education system.
The article discusses the limitations of the monitorial system and highlights the importance of a well-educated and capable teacher in the traditional teaching method It emphasizes that, despite its constraints, the traditional method is expected to address challenges such as the expansion of subjects and the instruction of large groups of children in public education A brief comparison of the differences between the monitorial system and the gallery method is also provided.
4ハミルトン『学校教育の理論に向けて』より
表 1－1 モニトリアル・システムとギャラリー方式の比較 5
モニトリアル・システム ギャラリー方式
学習の内容 道徳・規範意識と簡単な読み・
それ以外に地理、歴史、自然哲学、音
楽、体育、宗教など
教授法の特
グループごとにモニターによる
The implementation of "mutual lessons" involves conducting group classes led by teachers according to different grade levels In this system, teachers serve as supervisors, wielding significant intellectual and moral influence as the "protagonists" of the classroom Additionally, the structure allows for flexible class assignments and advancement, adhering to a tiered system.
学校の施設 一つの大教室と 2～3 の復唱用の
一教師一等級一教室を目指す
多数の教室
The evolution from the monitorial system to the gallery method highlights the increasingly pivotal role of teachers, who transition from mere supervisors to the central figures exerting intellectual and moral influence in the classroom However, this shift has led to a decline in opportunities for children to express their autonomy, individuality, and creativity, as they are often subjected to mechanical, uniform learning Additionally, the establishment of graded, standardized teaching methods necessitated the renovation and construction of educational facilities, indicating that each educational approach requires appropriate teaching environments and resources The relationship between educational settings and teaching practices will be further explored in Chapter 3, "Classroom Development from a Child-Centered Perspective." To address the challenges posed by this teacher-centric pedagogy, a child-centered educational philosophy has emerged, which will be examined in the next section, focusing on its origins and historical context.
研究の目的、研究の方法、研究の意義
1.2.1 研究の目的
The notion that there is a perfect educational perspective applicable anytime and anywhere is flawed, as discussed in section 1.1.2 The idea that one must choose a single educational approach is questionable Tanaka Yoshitaka (2008) criticized the continued adherence to traditional educational views as "outdated," yet completely abandoning traditional education does not provide a correct solution to educational development issues Each educational perspective and theory presents its own unique challenges Respecting diverse individuality and living in a multifaceted world necessitates comparing one’s primary educational approach with others, revealing the strengths and weaknesses of different educational philosophies The existence of multiple educational perspectives is essential for maintaining a healthy ecosystem in education Therefore, this research aims not to criticize traditional education or solely praise "child-centered" education, but to clarify two points: first, to understand how Japan's "Life Studies" and Vietnam's "Nature and Society," both interdisciplinary subjects related to life education, are taught from a child-centered perspective; and second, to explore the challenges each faces in implementing child-centered teaching in these subjects.
1.2.2 研究の方法
The research methodology involves analyzing curriculum-related literature, such as educational guidelines, teacher training materials, and instructional manuals, along with textbooks, to understand the educational environment in both countries Interviews with experts will also be conducted, including Michihiro Shimano, a former president of the Japanese Society for Life and Integrated Learning Education, representing Japan, and Nguyen, a researcher, author, and translator in the field of education from Vietnam.
Ông Quoc Vuong đã nêu rõ những đặc điểm của "chủ nghĩa trẻ em" được chỉ ra trong các nghiên cứu và tài liệu tham khảo trước đó.
This article aims to develop a framework for analyzing the implementation of a "child-centered" approach in education by establishing specific indicators Using this framework, the study will estimate the degree to which child-centered principles are applied in lesson plans and classroom settings The research focuses on two schools: A Elementary School (an open school) in Saitama, Japan, and B Private School (an experimental school) in Hanoi, Vietnam.
I selected two case studies, focusing primarily on the unique aspects of each school, specifically their open spaces and subject-specific teaching systems In conclusion, I will provide insights that consider the social, cultural, and economic contexts of both countries.
Trong bài viết của Tanaka Yoshitaka (2008), tác giả phân tích về cải cách giáo dục tại Việt Nam, đặc biệt là việc thực hiện phương pháp giáo dục "lấy trẻ em làm trung tâm" Ông đặt câu hỏi liệu mô hình giáo dục này có thực sự được áp dụng thành công hay không Qua đó, bài viết cung cấp cái nhìn sâu sắc về những thách thức và thành tựu trong quá trình cải cách giáo dục ở Việt Nam.
根底に流れる法則や本質を探る。
1.2.3 研究の位置
This study primarily references two key prior works: 1) Yoshitaka Tanaka's 2008 book, "Has the Child-Centered Education Reform in Vietnam Been Realized?" published by Akashi Shoten, and 2) Yosuke Sawai's 2017 research.
In the book "Viewing Lessons: Improving Classes for 'Active, Dialogic, and Deep Learning'" published by Toyokan Publishing, Yoshitaka Tanaka highlights the characteristics of lessons in Vietnam and elaborates on the issues underlying educational practices However, there is a lack of a framework to identify "child-centered" teaching effectively It is noteworthy that not many educational administrators and teachers in Vietnam have a clear understanding of "child-centered" educational theories Consequently, there is a prevailing confusion between "active teaching and learning" and "child-centered" education This study references Yosuke Sawai (2017) to address these concerns.
This article explores the concept of "child-centered education" by referencing various literature and using a framework for observing lessons that emphasize subjective, dialogic, and deep learning The aim is to create a personal analytical framework that addresses the misconceptions surrounding child-centered educational practices It is hoped that this framework will contribute to improving the effectiveness of such educational methods.
In preparation for the educational reforms set to begin in 2020, both Japan and Vietnam have developed new "curricula guidelines" to enhance their educational systems.
The "Revised General Education Program" in Japan aligns with Vietnam's "General Education Program" to ensure a consistent educational standard across all schools Established by Japan's Ministry of Education, Culture, Sports, Science and Technology and Vietnam's Ministry of Education and Training, these curricula outline the objectives, content, teaching methods, and evaluation criteria for each subject The recent updates in Japan (Heisei 29) reflect ongoing efforts to enhance educational quality and coherence.
One of the fundamental principles of the 30-year curriculum revision is to maintain the balance between acquiring knowledge and skills, and fostering critical thinking, judgment, and expressive abilities This involves enhancing the quality of understanding knowledge to cultivate solid academic skills The approach of "active, dialogic, and deep learning" can be integrated without the need for entirely new teaching methods in elementary and middle schools Instead, it is essential to build on the existing educational practices and ensure that young teachers inherit this knowledge while innovating and improving their lessons The Ministry of Education and Training in Vietnam has also recognized the need to adopt teaching methods that encourage student engagement, reflecting a shift in educational strategies.
The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has outlined key points regarding the revisions to the Kindergarten Education Guidelines and the Curriculum Guidelines for Elementary and Junior High Schools These updates aim to enhance educational quality and align with contemporary societal needs For more details, refer to the official document available on MEXT's website.
23同上書（下線は原文による）
Teachers argue that it is essential to continue using traditional teaching methods and educational techniques Consequently, even with the imminent full implementation of a new curriculum, exploring the challenges of educational practices related to the current curriculum is not a futile endeavor.