日本課程改革下教師教育的現況與課題

The Current Situation and Tasks of Teacher Education under the Curriculum Reform in Japan

本研究的目的在於，透過文獻分析法，考察並整理出戰後至今日本課程改革的變遷脈絡，釐清2017年版學習指導要領修訂的重點與特色，最後解析出新課程改革下日本教師教育的現況與課題，以做為我國課程改革與教師教育的參考依據。本研究發現：第二次世界大戰後，日本的課程改革的路徑如同螺旋式一般，隨著時間的更迭，擺盪在政府主張的精粹主義、國家主義、新保守主義與民間教育改革團體追求的進步主義、民主主義、新自由主義之間，它歷經了戰後教育改革期（1947年和1951年）、高度經濟成長期（1958年和1968年）、多元化自主教育期（1977年、1989年和1998年）及素養學力提升期（2008年和2017年）；日本新課程改革重點包含了PDCA的校本課程經營、以學生為主體的主動學習、道德教育的教科化及大學入學考試的新變革等改革措施；又，利用「師資培育」、「甄選聘用」和「在職進修」等三位一體化的方式來培養新課程改革所需的師資能力，並要求都道府縣及所屬學校必須進行適切的人事管理，希冀透過證照更新制度來確保並提升教師的專業知能，使其具有持續性學習的能力。然而，教師的工作時間過長、勞動過密且工作壓力大，加上薪資待遇不高，導致離職或退休的教師人數持續增加，且自我效能低落，新手教師人數和經驗不足，導致教學經驗的傳承出現了斷層。

"The Technical and Vocational Education Policy Guidelines and the National Plan for Implementation of Vocational Education Reform are the latest policy documents related to technical and vocational education in Taiwan and Mainland China, and their contents reflect the future trend of technical and vocational education reforms across the Taiwan Strait. This study has analyzed the background, main objectives, and measures of the two policy documents, and identified four common points, namely lifelong education, integration of industry and academia, double-qualified teachers, and innovative development. For the differences between the two sides of the strait, Taiwan has competency-oriented career exploration education, while Mainland China has school-enterprise collaboration, school credit banks, and guarantee measures. Finally, five suggestions are put forward as a reference for policy planning. The purpose of this research is to investigate and integrate the context of changes in Japanese curriculum reforms from the post-war period to present through literature analysis, clarify the key points and characteristics from the revision of the Course of Study in 2017, and finally analyze the current situation and issues of Japanese teacher education under the new curriculum reform. Therefore, those findings are used as a reference basis for curriculum reform and teacher education in our country. After World War II, curriculum reform in Japan swigged between the essentialism, nationalism, and neo-conservatism advocated by the government, and the progressivism, democratic, and neo-liberalism pursued by private education reform groups. The reform had its path as spiral, and it had gone through a period of post-war education reform (1947 and 1951), a period of high economic growth (1958 and 1968), a period of diversified independent education (1977, 1989 and 1998), and a period of literacy and academic improvement (2008 and 2017). The new curriculum reform in Japan focuses on PDCA’s school-based curriculum management, student-based active learning, moral education and new changes in college entrance examinations. In addition, the three integrated methods of 'teacher training', 'selection and employment' and 'on-the-job training' are used to cultivate the teaching abilities required for the new curriculum reform, and it also demands local education bureaus and their schools to conduct appropriate personnel management, hoping to ensure and enhance the professional knowledge of teachers through the certificate renewal system, and makes the teachers have the ability to continue learning. However, teachers’ working hours are too long, the work is too dense, the pressure is too high, and the salary is not satisfactory. As a result, the number of resigned or retired teachers continues to increase, and their self-efficacy is still keeping low, and the number and experience of novice teachers are insufficient, and those reasons leading to a gap in the inheritance of teaching experience."