Korean journal of the Japan education最新文献

{"title":"沢柳政太郎の教育實踐考察 : 『實際的敎育學』と成城學園の新敎育運動を中心に","authors":"Yong-Jin Hahn, Moon-Sook Jo","doi":"10.37704/kjje.2024.29.1.71","DOIUrl":"https://doi.org/10.37704/kjje.2024.29.1.71","url":null,"abstract":"この研究の目的は明治期と大正期の代表的教育者である沢柳政太郎の教育実践を彼の著書実際的教育学(1909)と成城学校での新教育運動に注目して調べることにある。 本研究の結論は次の通りである。第一に、沢柳は明治期の文部省官僚経験をもとに実際的教育学を著述し、大正期には様々な民間教育関連機関の会長を務め、私立成城小学校の設立のを通じて自らの教育観を実践した。第二に、実際的教育学の登場は観察と実験の實證主義的方法論の必要性を提起したことで、既存の教育学理論に対する批判を通じて海外教育学を紹介する移入教育学時代から抜け出し、自立的 教育学研究時代を開く試金石となった。第三に、彼が実際的教育学で言及した教育学の対象が初等普通教育に限定されなければならないという主張は、1920年代欧米教育視察の以降中等敎育段階に広げた。第四に、成城小学校における彼の新教育実践は、公立学校ではなく私立学校を中心としたものであり、「創設趣意」でいう①個性尊重、②自然親和的教育、③心情の教育、④科学的研究に基づく教育などは大正新教育運動の特徴をよく示すものである。第五に、彼の教育観は聖職者的教師論を基盤に「教育勅語」を信奉しようとする限界にもかかわらず、教授方法では自学･自習･自治･自律を提示している。 \u0000The purpose of this study is to examine the educational practice of Masataro Sawayanagi, a representative educator in the Meiji and Taisho eras, through the analysis of his book Practical Pedagogy (1909) and the new educational movement at Seijo schools. The conclusions of this study are as follows. First, Sawayagi wrote Practical Pedagogy based on his experience as a bureaucrat of the Ministry of Education in the Meiji period and as chairman of various private educational institutions during the Taisho period. Second, the emergence of Practical Pedagogy raised the need for a positivist methodology of observation and experiment, and was a touchstone for ushering in an era of independent educational research, breaking away from the era of imported pedagogy. Third, the argument that the subject of education he mentioned in Practical Pedagogy should be limited to elementary education was expanded to the secondary education level after the inspections of Europe and America in the 1920s. Fourth, his new education practice at Seijo Elementary School was centered on private schools rather than public schools. The purpose of the establishment includes: ① respect for individuality; ➁ nature-friendly education; ➂ emotional education; and ➃ science-based education. Fifth, despite his limitations in trying to follow the \"Imperial Edict on Education\" based on the doctrine of clerical teachers, his teaching method emphasizes self-learning, self-study, self-governance, and self-discipline.","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"143 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140414777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"日本のキャリア教育状況に関する研究 : キャリア･パスポートを中心に","authors":"Hyun-Jung Shin","doi":"10.37704/kjje.2024.29.1.53","DOIUrl":"https://doi.org/10.37704/kjje.2024.29.1.53","url":null,"abstract":"この研究は、日本の主要なキャリア教育政策の一つである「キャリア･パスポート」プログラムの有用性と課題を中心に、日本のキャリア教育の現状を考察した。「キャリア･パスポート」は、小学校から高校までのキャリア教育に関連するさまざまな活動に参加する学生を対象としており、主に特別活動、学級活動、ホームルーム活動などを中心に各教科と交流しながら、自分の学習状況と進路形成を予測し、振り返りながら、自身の変化と成長を自己評価できるように設計されたポートフォリオである。「キャリア･パスポート」の最も大きな特徴は、持続性に基づく連携性であり、その連携性は①各学年の学校（小･中･高）との連携性、②地域との連携性、③他の教科との連携性に細分化できる。これらの事実から、日本のキャリア教育は、縦のキャリア教育と横のキャリア教育の調和を通じて、生涯にわたるキャリア教育を追求していることが明らかになった。 \u0000そして、「キャリア･パスポート」の特徴と有用性を調査したデータを分析した結果、「キャリア･パスポート」はキャリア教育において非常に多岐にわたる効果が確認されているにも関わらず、現在の「キャリア･パスポート」の波及効果はまだ期待に達していない水準である。したがって、「キャリア･パスポート」の必要性と有用性に対する教師たちの幅広い共感を形成するための努力や、「キャリア･パスポート」の積極的な活用を促進するための教師研修などを実施すれば、各学年の教育課程内で学生理解と進路指導のための意味ある活動として確実に位置づけることができるだろう。 \u0000日本のキャリア教育が小･中･高の学校間の縦的な連携と他の教科との連携、地域社会との連携など、横的な連携の調和を追求することによって、学生が自分の進路発達に対して深い専門性と広い視野を同時に持つことをサポートしているところは韓国のキャリア教育に大きな示唆を与えている。 \u0000This study examines the current state of career education in Japan, with a focus on the effectiveness and issues of the Career Passport program, which is one of the key career education policies in Japan. The Career Passport is designed for students participating in various activities related to career education from elementary school to high school, primarily engaging in special activities, classroom activities, and homeroom activities. It serves as a portfolio that allows students to predict and reflect on their learning situations and career development, as well as self-evaluate their changes and growth. The most significant feature of the Career Passport lies in its continuity-based connectivity, which can be further subdivided into ① connectivity with schools at each grade level (elementary, middle, and high school), ② connectivity with the local community, and ③ connectivity with other subjects. Through these facets, it is evident that Japan's career education aims for lifelong career education through the harmonization of vertical and horizontal career education. \u0000Despite the confirmed effectiveness of Career Passport in various aspects of career education based on the analysis of data investigating its features and usefulness, the ripple effects of the current program are still below expectations. Therefore, efforts to form a broad consensus among teachers regarding the necessity and usefulness of the Career Passport, as well as initiatives such as teacher training to promote its active utilization, could firmly establish it as a meaningful activity for student un","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"11 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"韓日比較の観点に基づく2022改訂社会科教育課程の 地図学習の特徴","authors":"Byung-Il Yang","doi":"10.37704/kjje.2024.29.1.1","DOIUrl":"https://doi.org/10.37704/kjje.2024.29.1.1","url":null,"abstract":"本研究の目的は、韓日比較の観点から韓国の2022改訂社会科教育課程に現れた地図学習の特徴を明らかにすることである。研究目的を達成するために、本研究は日本の2017改訂小学校社会科学習指導要領と韓国の2022改訂初等学校社会科教育課程に現れた地図学習の内容を比較及び分析した。分析結果は次の４つにまとめることができる。まず、両国とも地図学習の地域的範囲を弾力的に運営しているが、2022改訂社会科教育課程の地図学習には学習者の生活圏を中心に環境拡大法が弾力的に適用されている。第二に、2022年改訂社会科教育過程には、韓国の領域を対象とする地図学習が弱まった。第三に、2022年改訂社会科教育課程の地図学習は、客観性と主観性が同時に考慮された。第4に、2022改訂社会科教育課程の地図学習には、デジタル映像地図とデジタル映像地球儀のようなデジタル空間映像情報の活用が強調されている。The purpose of this study is to reveal the characteristics of map learning in Korea's 2022 revised social studies curriculum from the perspective of Korea-Japan comparison. To achieve the research purpose, this study compared and analyzed the contents of map learning presented in Japan's 2017 revised elementary school social studies curriculum guidelines and Korea's 2022 revised elementary school social studies national curriculum. The analysis results can be organized into the following four categories. First, although both countries operate with flexible regional scopes for map learning, the expanding environments approach is flexibly applied to map learning in the 2022 revised Korean social studies national curriculum, focusing on the learners' living areas. Second, map learning targeting Korean territory has been weakened in the 2022 revised Korean social studies national curriculum. Third, both objectivity and subjectivity were considered in the map learning of the 2022 revised social studies curriculum. Fourth, the use of digital spatial image information such as digital image maps and digital image globe models is emphasized in the map learning of the 2022 revised social studies curriculum.","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"15 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140412889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"障害学生のための教科及び領域の統合指導: 日本の特別支援学校学習指導要領における生活単元学習を 中心に","authors":"Nami Park","doi":"10.37704/kjje.2024.29.1.27","DOIUrl":"https://doi.org/10.37704/kjje.2024.29.1.27","url":null,"abstract":"本研究の目的は、日本の特別支援学校学習指導要領で、教科及び領域の統合指導の一形態として提示している生活単元学習を中心に、その性格、指導計画作成時の主眼点と考慮事項、実践の意義と課題を探索し、韓国における特殊教育教育課程の開発及び実践のための示唆点を得ることである。このため、日本の特別支援学校学習指導要領と実践事例、先行研究を考察した。研究結果は、以下の通りである。第一に、生活単元学習は、学生の生活を中心に自立と社会参加に必要な内容を実際的で、総合的に学習する形態であり、指導計画は、各教科の目標と内容を生活上の目標と課題を中心に組織する必要がある。第二に、生活単元学習は、学生の生活を中心に一連の活動を経験することによって、障害学生の自立と社会参加能力の向上を指向するという点で意義があるが、生活単元学習に対する正確な理解、学生の主体性を強調した指導計画の樹立、活動の定型化やマンネリズムからの脱却、個人差を反映した授業設計や展開などの課題が提起されている。第三に、このような結果は、学生の生活を中心に実生活上の目標と課題中心の統合指導の必要性、教育課程に統合的指導に関する具体的な指針の提示、生活単元学習の意義を生かしながら提起される課題に対する解決方案の模索の必要性、統合的指導計画樹立のための教師の専門性の伸長のための方案の模索の必要性という側面で、韓国における特殊教育課程開発及び実践に示唆点を提示している。The purpose of this study is to explore the characteristics, the main points, and considerations when creating instruction plans, as well as the significance and challenges of life unit learning presented in the curriculum of special support schools in Japan. Furthermore, it aims to derive implications for the development and implementation of special education curricula in Korea based on this exploration. For this study, the researcher examined the curriculum and practical cases of special support schools for intellectual disabilities, as well as related previous research in Japan. The research findings are as follows: Firstly, life unit learning is a form of learning where students learn content necessary for independence and social participation centered around their daily lives in a practical and comprehensive manner. Therefore, in planning instruction, there is a need to organize the goals and contents of each subject around the goals and tasks of daily life. Secondly, life unit learning aims to enhance the independence and social participation abilities of students with disabilities through experiencing a series of activities centered around daily life. However, challenges arise such as the accurate understanding of life unit learning, the establishment of instructional plans emphasizing student-initiated activities, breaking away from formalism and mannerism in activities, and designing and implementing lessons reflecting individual differences. Thirdly, these results indicate implications for the development of special education curricula and practice in Korea, particularly in terms of emphasizing the necessity of integrated instruction focused on real-life goals and tasks centered around students' lives, providing specific guidelines at the curriculum level related to integrated instruction, seeking solutions to challenges while preserving the significance of life skills learning, and enhancing teachers' professionalism in developing integrated instructional plans.","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"2010 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140416433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"일본의 “종합적인 탐구의 시간” 주제 설정에 대한 일고찰 : 고등학교 교사와 학생을 대상으로 한 설문 조사를 토대로","authors":"Yoshikazu Ogawa, Kaori Onodera, Sung-Don Park","doi":"10.37704/kjje.2023.28.3.1","DOIUrl":"https://doi.org/10.37704/kjje.2023.28.3.1","url":null,"abstract":"본 연구는 일본 고등학교 교사 및 학생을 대상으로 실시한 설문 조사 분석을 통해 고등학교의 “종합적인 탐구의 시간”의 다음 세 가지 주제에서 학생의 관심과 교사의 실천 여부와의 부정합이 발생하는 요인을 교사의 실천 여부 측면에 초점을 맞추어 검토하였다. 검토 결과 다음과 같이 밝혀졌다. 첫 번째 주제는 “과학기술”이다. “과학기술”은 전체적으로 보면 다루어 본 경험이 있는 교사 비율이 전체 주제 평균보다 낮고, 관심 있는 학생 비율은 전체 주제 평균보다 높다. 문과 혹은 이과라는 관점에서 보면, 다루어 본 경험이 있는 교사 비율과 관심 있는 학생 비율이 모두 문과보다 이과가 유의하게 높았으며, 요구되는 전문성이 높기 때문에 실천하는 교사가 적은 것으로 생각된다. 두 번째 주제는 “예술･체육”이다. “예술･체육”은 관심 있는 학생이 전체 평균보다 높고, 그 성격상 통합적 및 종합적 학습을 실현할 가능성이 있다. 한편, 교사의 현실적인 과제로는 예술과 같은 창의성 교육의 이론적 체계 구축이 미흡하여 교육 실천으로 전개하는 것을 망설여지는 점 등이 있다. 세 번째는 지역 관계에 관한 주제이다. 많은 교사들의 실천 경험이 있는 주제로는 “마을 만들기”, “지역 경제”가 있으며, 다루어야 할 주제로서의 우선순위도 높다. 이는 교사들이 학습지도요령의 의도에 따라 학생들에게 밀접한 지역 관계 주제를 중시하고 있기 때문이다. 반면, 학생들의 관심이나 동기를 유발하는 방법이 불충분하기 때문에 교사의 실천 경험 여부와의 부정합이 발생했을 가능성이 있다. This paper examines the factors that cause inconsistency between student interest and teacher implementation of the three themes of “Time for Integrated Inquiry”, through an analysis of a questionnaire survey of Japanese senior high school teachers and students. The results of the study revealed the following. The first theme, “science and technology,” was dealt with by a lower percentage of teachers, in fact lower than the average for all themes, despite the percentage of students interested in the subject being higher than the average for all themes. In terms of arts (humanities and social science) and sciences (natural sciences) courses, both the percentage of teachers experienced in dealing with this theme and also the percentage of students interested in it are significantly higher for science courses than for arts courses, suggesting that the high level of expertise expected of teachers has kept them from practicing the subject. The second theme, “fine arts and physical education,” garnered above-average student interest with potential for comprehensive, cross-disciplinary learning. However, teachers face practical challenges, such as the lack of a theoretical framework for creativity education in the fine arts, which makes them hesitant to develop it into an educational practice. The third theme, “community relations,” saw many teachers have practical experience with the high-priority themes of “town development” and “regional economy” in this survey. This is because teachers emphasize themes related to local areas familiar to students, aligning with the intent of the Courses of Study. However, inadequate measures to increase student interest and motivation have resulted in a disconnect between student interest and the availability of practical experience by teachers.","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"學部及び朝鮮総督府の敎科書國定化に関する一考察","authors":"M. Lee","doi":"10.37704/kjje.2023.28.3.17","DOIUrl":"https://doi.org/10.37704/kjje.2023.28.3.17","url":null,"abstract":"本論文では1895年から1945年まで韓国の教科書国定化がどのような過程を経て展開されたのかを把握するために、教科書編纂および発行を「小学校令」時期(1895-1905)、「普通学校令」時期(1906-1910)、「朝鮮教育令」時期(1910-1945)に分けて考察した。さらに、日本での教科書の国定化過程と国定制を採択した意図にも注目した。本論文の結果をまとめると次のようになる。第一に、各時期の教科書の内容構成に関して、「小学校令」時期には近代国家の形成や民族の独自性、自主性を強調した教科書が発行されたのに対し、「普通学校令」時期には日本人官僚の積極的な関与により、日本精神や日本倫理が内容となっている教科書が大きな比重を占めた。これは「朝鮮教育令」時期の教科書編纂につながり、教科書には植民地主体として備えるべき徳目や内鮮一体、國体明徴などを強調する内容が含まれた。第二に、各時期の教科書編纂および発行は効率性の原則が適用された。特に、「普通学校令」時期と「朝鮮教育令」時期には日本で発行された教科書が翻訳や編集という過程を経て学部や朝鮮総督府から刊行された。このような関連性は第2次朝鮮教育令以後の学校規則にも現れた。すなわち、教科書発行主体として日本の＇文部大臣＇が登場したのは内地延長や一視同仁というスローガンの下で日本の国定教科書を植民地で使用できるための措置であった。第三に、各時期の教科書編纂および発行政策を通じて国民と国家の関係を見ると、「小学校令」時期には韓国国民の教育水準を向上させ、国民としての自覚を志向しようという意図が強かった。反面、「普通学校令」時期と「朝鮮教育令」時期には我が民族の自負心をなくすための思想統制やイデオロギー伝授という意味が強く内包されていた。第四に、これは日本で教科書国定制が採択された理由とも脈を同じくする。 1903年の日本における教科書の国定化には国民の自由な思想を統制･抑圧し、国家のイデオロギーを強制するための政府の意図が強く含まれていた。これはそのまま統監府や朝鮮総督府の植民地教育政策につながり、「朝鮮教育令」時期を通じて画一的で抑圧的な国家主義教育が強化されていった。 This paper examines the nationalization of textbooks in Korea from 1895-1945, dividing the timeline into three periods: the “Elementary School Ordinance” (1895-1905), “Ordinary School Ordinance” (1906-1910), and “Joseon Education Ordinance” (1910-1945). The study aimed to clarify the process of nationalization of textbooks and understand the nature of textbook compilation in Korea by reviewing Japan's intention. The results are summarized as follows; First, in terms of the textbook contents in each period, textbooks emphasizing the formation of a modern state, national independence, and independence were issued during the “Elementary School Ordinance” period, while textbooks containing Japanese ideology accounted for a large proportion due to the active involvement of Japanese officials during the “Ordinary School Ordinance” period. This can also be seen in the textbook contents from the “Joseon Education Ordinance” period, which included emphasizing the virtues, internal unity, and national emblem that students were expected to have as colonial subjects. Second, the principle of efficiency was applied in the compilation and publication of textbooks in each period, particularly during the “Ordinary School Ordinance” and “Joseon Education Ordinance” periods.","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"233 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"日本における多文化共生のための防災教育","authors":"Jung Hi Lee","doi":"10.37704/kjje.2023.28.3.59","DOIUrl":"https://doi.org/10.37704/kjje.2023.28.3.59","url":null,"abstract":"本研究は、日本における多文化共生に関する議論や多文化共生の観点から見た防災教育の特徴を明らかにすることにその目的がある。そのため、日本で論じられている多文化共生に関する理論的考察とともに、多文化共生の観点から見た防災教育の現状や教育実践を検討した。研究の結果、次の4つの特徴が明らかになった。第一に、日本の多文化共生に関する主な議論はニューカマーに重点を置いて展開されている。第二に、日本の多文化共生の政策は下から上に向かって発展していく様相を示している。第三に、多文化共生のための防災教育では、自助と共助が主体となっている。第四に、多文化共生のための防災教育の実践においては、教師自身が持っている「偏見」をそのまま表し価値指向的な「共感」を形成することで、多様性を尊重する姿勢を育成している。一方、多文化共生のための日本の防災教育においては、公助の限界が明らかになり、その対応が求められている。このような日本の多文化共生のための防災教育は、中央政府の施惠的な形で展開されている韓国の多文化政策及び気候変動によって頻発する自然災害に対応していくための防災政策や教育実践に大きな示唆を与えている。 This study explores multicultural coexistence (MC) in Japan and reveals the characteristics of disaster prevention education (DPE) from the perspective of MC. To this end, we examined the current status of DPE and educational practices from the perspective of MC, as well as theoretical considerations regarding MC being discussed in Japan. Four key characteristics emerged. First, the main discussion regarding MC in Japan focuses on newcomers. Second, Japan's policy for MC shows an aspect of development from the bottom up. Third, DPE emphasizes self-help and mutual assistance. Fourth, in the practice of DPE for MC, an attitude of respect for diversity is being cultivated by forming value-oriented empathy by exposing teachers’ prejudice. However, Japanese DPE for MC has revealed the limitations of public assistance, which must be addressed. These characteristics and limitations of DPE for MC in Japan hold insights for Korea’s centralized multicultural benefits policies and disaster prevention education given increasing climate change-driven natural disasters.","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139307416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"無業者増加予防のためのキャリア教育改善策に関する研究 : 日韓社会における青年無業者増加の現状分析を中心に","authors":"Eun-hyung Lee","doi":"10.37704/kjje.2023.28.3.35","DOIUrl":"https://doi.org/10.37704/kjje.2023.28.3.35","url":null,"abstract":"本研究は最近青年層を中心に増加している‘無業者’の原因を検証するために行ったものである。世界的に最も早く超高齢化社会への進行を控えた韓国は、就労人口の減少はもちろん、青年のフリーターが増加しつつある。そこで長期間にわたりキャリア教育及び引きこもりへの自立支援に取り組んできた日本の事例を調べ、韓国社会に与える示唆点を探った。研究方法としては事例研究を選択し、日韓社会における無業者増加の背景を調査し、それにともなう青年支援政策の変化過程を時期別および原因別に比較分析を行った。 分析結果、無業者増加の現象は時期別に「失業」「就労猶予」「無業者」の状態へ進展し、韓国は現在「就労猶予」の時期に当てはまっており、今後フリーターなどの無業者が一層増加する可能性が見られる。また、韓国は理想的な仕事や大学院への進学のために就労を控える比率が高い反面、日本は一人っ子の増加などによる対人関係の問題から就労を忌避し、引きこもり化する傾向が見られた。そこから日本では公立学校においてキャリア教育の改善などに取り組んでいることが分かった。これは超高齢化社会への進行に直面している韓国社会に多様な社会問題の解決への示唆を与えるであろう. This study is a microscopic analysis of the case of Japan's youth support system, which experienced youth unemployment problems before Korea, in order to examine the cause of the recent expansion of the non-economically active population among young people. As Korea rapidly becomes a super-aged society, declines in the working-age population are accompanied by increasing numbers of youth delaying career entry. By reviewing Japan’s longstanding improvements to youth unemployment policies, we drew implications for Korea. Analysis revealed the increasing non-economically active population has progressed to “unemployment,” “delay of career entry,” and “non-economic activities” by period, and it can be seen that Korea is currently in a period of “delay of career entry”. This suggests the possibility of an increase in the non economically active population in Korea in the future. Japan’s precedents can inform Korean society on this emerging issue as the population becomes super-aged with a low birth rate.","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139307273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peace Education through Dark History for Reconciliation in East Asia :A Case Study of Japanese Elementary School’s Social Studies","authors":"Chang Boeun","doi":"10.37704/kjje.2023.28.2.61","DOIUrl":"https://doi.org/10.37704/kjje.2023.28.2.61","url":null,"abstract":"","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125990507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Current Status of Financial Education with Government Study Guidelines in Japan","authors":"Y. Kim","doi":"10.37704/kjje.2023.28.2.17","DOIUrl":"https://doi.org/10.37704/kjje.2023.28.2.17","url":null,"abstract":"","PeriodicalId":262040,"journal":{"name":"Korean journal of the Japan education","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133345424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}