基础教育数字化转型的国际动态研究——以日本GIGA School构想为例

教育数字化转型已成为国际热议话题,国际上各国成效显著的基础教育数字化转型政策与行动对解决我国基础教育数字化转型中的问题有借鉴意义。近年来日本通过GIGA School构想的实践正逐步实现一人一台电子终端的基础教育数字化转型。因此,尝试从日本的相关政策中解析其转型目的以及落实措施,并提出细化教育数字化转型目标、明确教育数字化转型标准、搭建转型建设体系、构建多方面政策联动系统的实践启示。

The Association of PM2.5 and Surface Ozone with Asthma Prevalence among School Children in Japan: 2006-2009

Researches on asthma have found that air pollution increased asthma prevalence among sensitive age groups, including school children, and exposed them to the recognized health impacts. The aim of this study is to examine the association between elevated annual mean concentration of PM2.5 (particulate matter with aerodynamic diameter less than 2.5 micrometers) and surface ozone and asthma prevalence among school children in Japan from 2006 to 2009. Annual rates of asthma prevalence among preschool and school children (5 to 11 years) are obtained from the database of the Ministry of Education, Culture, Sports, Science and Technology—Japan (MEXT). Data on the concentrations of PM2.5 and surface ozone were obtained from 1,183 stations of air quality monitoring distributed in 47 prefectures. Annual means of these concentrations were compared to annual variations in asthma prevalence by using Pearson correlation coefficient. We found different associations between the annual mean concentration of PM2.5 and surface ozone and the annual rates of asthma prevalence among preschool and school children from 2006 to 2009. The positive values of the correlation coefficient in prefectures such as, Gumma, Shimane, and Niigata, are consistent with the previous knowledge. However, significant inverse associations were found in many prefectures. Our study suggests that the association between elevated concentrations of PM2.5 and surface ozone and asthma prevalence among school children in Japan is not strong enough to assume concretely a plausible and significant association.

A pilot study evaluating the factors associated with psychological distress of school teachers in Kagawa Prefecture, Japan

Objective: We investigated the psychological distress of school teachers using a 6-item instrument (the K6) in Kagawa prefecture, Japan. Methods: A total of 670 school teachers (328 men and 342 women) were analyzed in this cross-sectional investigation study. The association between psychological distress and clinical factors was evaluated by using the K6 instrument, with psychological distress defined as 13 or more points out of a total of 24 points. Results: A total of 55 teachers (8.2%) were classified as having psychological distress. No significant relationships between the K6 score and sex, age, duration of experience as a teacher, school grade and title were noted. The K6 score in teachers with consciousness of suicide among students was higher than that without, but not at a significant level. Conclusion: Some teachers were defined as having psychological distress in Kagawa prefecture, Japan. However, no relevant effects of basic characteristics such as age and sex on psychological distress were recognized.

Determinants of Sexual Awareness among High School Students in Tokyo, Japan―Post-Interventional Comparison Analysis in Relation to Social Capital

Purpose: This study was to clarify the association of sexual awareness of high school students with cognitive social capital (SC) in Tokyo, Japan. Method: In September 2017, we conducted a survey of 1073 third-grade high school students who were the same students who had participated in the same questionnaire survey at the prior academic year when they were second-grade students. A total of 1073 students were surveyed and 956 students responded. From six to eight weeks prior to this September 2017 survey, we implemented an educational intervention in the students. Then we compared the results of this survey with the previous survey of February 2017. We used logistic regression to assess sexual awareness and sex knowledge, sexually experienced surrounding peers and Self-Esteem score. The study was approved by the Ethical Review Board. Result/Discussion: Sexual awareness of high school students was significantly associated with SC both before and after the intervention. The higher SC one had, the higher sexual awareness was shown and the greater the sexual caution among both boys and girls was indicated. The study clarified the Determinants of Sexual Awareness of High School Students in Tokyo before and after the educational intervention. Conclusion: SC was found to be significantly associated with sexual awareness. SC should be emphasized in promoting adolescent reproductive health for the future.

Comparative Analyses of Height Growth Velocities of School Boys in South Korea and Japan in the Past 50 Years

The paper compares the height growth velocities of male schoolchildren in South Korea and Japan over the period 1961-2018. Growth in height was measured with the same birth cohorts, not by comparing mean height of ascending ages in the same year. Starting from a lower economic base and mean height in the 1960s, high school males aged 17 in South Korea became 3 cm taller in mean height than their Japanese peers in the mid-2000s versus 2 - 3 cm shorter in the 1960s through 1970s. Children in Japan ceased to grow taller by the end of the 1980s, not because they quit taking more animal-sourced foods, meat and milk, but because they had drastically steered away from fruit and vegetables in their diets since the end of the 1970s. Having largely converged economically with Japan, South Korean children ceased to grow any taller in the mid-2000s. More importantly, it was discovered in this study that successive cohorts in South Korea started to fall gradually but steadily in height growth velocity from 1st graders in middle school, aged 12 years to 3rd graders in high school, and aged 17 years, to be once again 3 cm below their Japanese peers in the early-2010s. Analysis of Korea Household Expenditure Surveys classified by age groups of household head, decomposed by the author, revealed that children under 20 years of age in South Korea began to steer away from fruit and, particularly, vegetables in their at-home consumption in the mid-1990s, to average only 15% of the level of older adults in their 50s in the mid-2010s. These results lend supports to the importance of fruit and vegetables as determinants in height and its growth velocities in two genetically similar nations over time and stages of economic growth.

Chinese Students in Japan Help School Dropouts at Home

In 2004, Wang Chengyan, a 13-year-old Mongolian girl in the Tumote Left Banner of Inner Mongolia, took up her schoolbag again and marched into the classroom of six grade of a local primary school. With her face shining with brilliance, she told her friends： ＂It is brothers and sisters studying in Japan who have paid my way to school.＂

近代日本中国语教育的形成和演变--以东京外国语学校汉语部为中心

在唐通事的基础和框架上形成的近代日本的中国语教育体系,早期最重要的教育机构,是1873年诞生的东京外国语学校,历史上一般把它分为两个阶段或两个时期:前期为1873年6月(也有说8月)创立,至1886年取消,一般称为旧东京外国语学校(简称“旧外语”);1899年再度复活,规模更加整齐,一直延续至战后,一般称为“新外语”时期。学校内所设的汉语部,是近代日本最大的官办的中国语教育机构。与几乎同时期的英语、法语、德语等西方体系的外国语教育兼有文明传播的功能相比,中国语教育基本上只是止步于一种外交、贸易诸领域的实用性的语言教育。对东京外国语学校以及相关的官办中国语教育机构的沿革变迁的考察,大致可把握整个日本近代中国语教育演变的历史脉络和基本特性。

产教融合协同育人的日本经验及对我国的启示——以高等专门学校为例

日本高等专门学校以产教融合协同育人为理念,培养产业发展所需的中高级技术技能型人才,形成了产教融合协同育人的日本模式。在创设至今六十余年的发展历程中,其产教融合协同育人先后经历了探索与形成、深化与发展、成熟与完善等不同阶段,并在法律保障、经费支持、平台建设等方面涌现出诸多典型措施。分析日本高等专门学校产教融合协同育人的发展历程及典型措施,可从政府的主导作用、行业企业的引领作用、职业院校的主体作用等层面,为我国产教融合协同育人改革与发展提出诸多可资借鉴的经验。

日本地方院校赋能地方振兴的理念缘起、模式探索及实践经验——以信州大学为例

在新自由主义教育改革形塑的大学“选择与集中”竞争场域中,服务地方振兴与实现特色化办学是日本地方院校生存与发展必须兼顾的双重逻辑。日本政府通过行政、财政手段开展政策诱导,在促进高等院校职能强化/分化改革的同时,将地方院校的社会服务职能进行“地域化”限定。信州大学“地域贡献”框架遵循全方位地域志向办学的组织架设理念,以地域多元利益主体的协作共生为基点,建构出集地域定向科学研究群、区域产教融合孵化地、社会协作共创中心三位一体的地域贡献体系,实现以服务地方为支撑的大学组织革新。然而也因价值定位不清、职能匹配错位、协作体系松散等问题面临“大学不安,地方不满”的实践困境。反思日本地方院校赋能地方振兴的探索与努力可为我国地方院校提供规整办学定位、互嵌区域学校职能、革新系统组织等实践经验。

日本海外子女教育的理念转向及经验审思

海外子女受教育权的域外保障演化出基础教育海外办学的实践样态。日本海外子女教育在历史沿革、内涵特征和实现方式等方面展现出“封闭”与“开放”的割裂特征。世纪之交以来,在海外子女年龄结构渐趋多元、国际人才竞争日益激烈、国际教育压力骤增的背景下,日本海外子女教育逐渐从以“教育补偿”为内核的延伸教育给付转向兼具国际人才培养与对外文化传播的“国际教育”新阶段。日本政府依托政策保障、环境优化、师资配置三重手段动态改进海外子女教育体系,形成国际教育与本土教育相互补充、教育补偿与全球治理相互兼顾、政府机构与公益团体相互合作的发展特色。在功能指向上,海外子女教育既是日本向域外国民子女延伸的教育补偿,也是其国际人力资本投资的重要途径,更是其传播日本文化、推广日式教育经验、培育亲日群体的新媒介。

劳动教育融入中小学课程:日本的经验与启示

日本十分重视中小学生的劳动教育,经过几十年的改革与发展,确立了全人教育理念下“自立能力”与“共生能力”兼备的课程目标。在此目标指引下,日本将劳动教育融入学科课程与活动课程,形成了独具特色的劳动教育融合型课程体系。围绕日常生活劳动、社会公益劳动和简单生产劳动三大劳动教育类型,通过“模块”与“细节”结合,培养多样化生活技能;通过“反思”与“交流”,培养社会责任感;通过“实践”与“体悟”,培养职业工匠精神,并经“政·校·家·社”多方协同和闭环运营,展开课程实施。结合我国实际,对我国中小学劳动教育有如下启示:树立全人教育视角下的劳动教育理念,打造融合型课程体系,设置多元化课程内容,健全家校社协同育人机制,制定多维度保障机制。

日本中小学生心理问题现状与心理健康教育政策研究

日本中小学生心理问题突出。特别是疫情发生以来,以拒绝上学、校园欺凌、自杀为主的心理问题案例数更是呈逐年上升态势。三级心理教育服务体系、团队学校、特别支援教育是日本三种主流的中小学心理健康教育政策,近年来均卓有成效,特别是三级心理教育服务体系在COVID-19危机期间将心理教育服务和疫情监控防控有效结合起来,实现了分级服务。同时,日本的心理健康教育政策也面临着一些诸如专业人员分布不均、教育资源不均且缺乏等困难与挑战。

旅日针灸学者的回归对澄江针灸学派形成的意义

20世纪中期,源于中国的针灸经历了在日本的改造后以全新面貌输入到国内,逐步成为了推行现代卫生事业的重要工具,在这一过程中,承淡安、邱茂良、杨甲三、邵经明、高镇五、谢锡亮等人形成的澄江针灸学派与创办的《针灸杂志》成为接纳针灸科学化思想的重要理论据点。承淡安东渡日本回国后,承门医家开始对重新厘定针灸疗效的现代科学方式进行自主探索,主动走向世界并参与世界医疗体系的初步构建。全球视野下,西洋医学的引进引起了中日医学知识与医疗制度的变革,而从学派本身的历史现象来看,中国医家透露出与日本不相类似的医疗创新与理性,即学派门人大都幼承庭训,主动成为沟通国际学术理论与传统针灸实践的纽带;坚持以疗效立命,将学术成果结合现实以融入社会。

日本课后体育服务“学社融合”的变迁、特征及启示

通过深析日本课后体育服务“学社融合”的特点,为我国课后体育服务落实“双减”政策提供有益思路。研究发现:日本课后体育服务“学社融合”的历史变迁可分为“孕育萌芽期”“持续发展期”和“成熟稳定期”,并从组织、场地和内容等课后体育服务共识性视角上产生了学社人才融合、学社场地融合和学社活动融合等特征,以多元主体协同治理机制、三级分权制度保障机制、分级资金共筹支持机制和多维评价监管反馈机制牵动着日本课后体育服务的运行。对我国课后体育服务的经验启示:(1)确保参与主体利益,畅通学社协同的合作渠道;(2)完善服务顶层设计,建立各司其职的管理体制;(3)明确服务供给标准,形成多渠道的资助方式;(4)建立服务评价标准,构建PDCA循环评价体系。

课程开发视角下日本中小学可持续发展教育改革

日本中小学可持续发展教育课程开发以培养“可持续发展社会的创造者”应具备的能力与素养为目标,课程内容融入可持续发展理念,注重与学校、学生及社会等实际情况相结合。日本课程组织可分为融入学科模式、跨学科独立课程模式、混合模式等;课程实施呈现教师与学生角色多重化、教学内容综合化、教学方法多样化、协作主体多元化等特征;课程评价以培养目标为参照,以学生的成长与发展为中心,以形成性评价为主要评价方式。

日本“高大衔接”改革的动因、举措与影响——兼论其对我国新高考改革的启示

日本围绕高中教育、考试招生制度和大学教育三大领域进行了一体化的“高大衔接”改革。该改革致力于贯彻“扎实学力”的一贯性理念、注重“学力三要素”的育成与评价、实现多样性与统一性并存,体现出推动高中回归育人本质、发挥高考制度衔接功能并倡导大学教育转向“出口管理”等特点。进一步探究现行日本“高大衔接”改革的成效与问题,对我国深化新高考改革、优化“高大衔接”制度设计具有一定的借鉴意义。

由新见日藏汉籍《十二家灯谜稿》论晚清灯谜对《聊斋志异》的措用

新见日本实践女子大学庋藏晚清《十二家灯谜稿》为国内缺藏的谜稿版本,共辑录十二位谜家所做灯谜。就所引小说而言,谜稿中与《聊斋志异》相关的灯谜数量最多,且措用形式多样,对《聊斋志异》的篇目、人物、文句与作者俱有涉及。《十二家灯谜稿》体现了《聊斋志异》在晚清通俗化的接受取向,表明《聊斋志异》在晚清时期流传的广度与深度已非其他清代小说可比。

优秀传统文化进小学语文教科书:日本的经验与启示

语文教科书作为文化传承与创新的重要载体,始终承担着弘扬优秀传统文化的重大使命,探究优秀传统文化和谐融入的方式与路径亦是提升教科书质量的重要环节。以日本小学语文教科书为例,基于内容分布、载体形式、呈现方式与价值取向的四维分析框架,管窥优秀传统文化融入教科书的路径与特点,发现其优秀传统文化和谐融入各年级、栏目与领域之中;载体形式多样,贯通古今;融入方式多元,显隐结合;价值取向明确,道德教育与知识传承并重。未来,我国优秀传统文化进语文教科书时要重视整体规划,增强优秀传统文化内容衔接的系统性;立足时代,强化优秀传统文化与现代生活的关联。

系统论视阈下日本学校危机管理体系研究

学校安全是社会安全的一部分,日本构建了独具特色的学校危机管理体系。通过对日本学校危机管理体系的系统论分析可以发现理念、责任、机制与空间系统要素的独特构成和关联逻辑。最大限度规避不确定性,实现师生共同安全是危机管理理念要素的核心;学校责任和行政管理部门责任是责任框架要素的核心,协同性、人文关怀、他人本位评价、透明性是责任框架要素的主要特点;合作、人本、交互、公开是责任框架要素的价值表征;危机管理硬件与危机管理软件是运行机制要素的核心;物理空间与社会空间、文化空间是空间生产网络要素的核心。其中,理念可视化逻辑、责任实践化逻辑、制度空间化逻辑推动着理念、责任、机制与空间系统要素的“生产性”转换,建构了日本学校危机管理系统的层次性、整体性和动态性。从系统论层面揭示日本学校危机管理的理念、责任、机制与空间系统要素内涵以及相互转换逻辑,对我国中小学危机管理体系建设具有重要的启示与借鉴意义。

日本课后服务体系的发展历程、现状及启示

课后服务体系的构建是健全社会福利体系和国家公共服务体系的必然趋势,也是顺应基础教育改革发展、保障及促进教育公平的必然要求。同时,课后服务体系的发展需要与社会经济发展水平以及所处发展阶段的社会需求相适应。日本历经数十年的探索、发展和完善,已形成较为完备的课后服务体系。通过梳理发现,日本课后服务体系的发展历程可划分为初步发展期、整合推进期、规范成熟期。日本课后服务的现状分析显现出各级政府、学校、家庭和社会共同推进并参与其中的重要性和必要性。其发展对我国开展课后服务体系建设具有如下启示:在推进课后服务体系建设中,健全课后服务保障机制是前提,完善课后服务运行机制是关键,满足家长和儿童课后服务不同需求是目标。