ABSTRACT

Since the late 1980s, school curriculum revisions in Japan have sought to promote capabilities and dispositions that transcend subject boundaries and are often labelled ‘competencies’ in international curricular discourse. This study examines policy documents over the period, showing how Japanese policymakers have sought to navigate pressures internal and external to Japan. It argues that tension between competencies and subject domains in the OECD’s PISA surveys enabled both attacks on Japan’s so-called yutori (relaxed) curriculum revision of 1998–1999, and subsequent responses by Japan’s Ministry of Education and Science. Analysis indicates that curriculum reform in Japan has moved from a ‘competency-added’ revision in 1998–1999 towards a ‘competency-integrated’ revision in 2017–2018; the latter seeks to resolve the tension between competencies and subject content by developing broader capabilities through distinctive approaches offered by different subjects. Further research is needed to determine how well the curriculum will be translated into school practice.

摘要

自 20 世纪 80 年代后期以来，日本的学校课程修订一直试图提升超越学科界限的能力和性格，并且在国际课程话语中通常被称为“能力”。本研究审视了这一时期的政策文件，展示了日本决策者如何努力应对日本国内外的压力。它认为，在经合组织的 PISA 调查中，能力和学科领域之间的紧张关系使得对日本所谓的yutori的两次攻击成为可能。1998-1999 年（宽松的）课程修订，以及日本教育和科学部随后的回应。分析表明，日本的课程改革已从 1998-1999 年的“能力附加”修订转向 2017-2018 年的“能力整合”修订；后者试图通过不同科目提供的独特方法发展更广泛的能力，从而解决能力与科目内容之间的紧张关系。需要进一步研究以确定课程将如何很好地转化为学校实践。