| Popis: |
When we practice global education in the schools of compulsory education, we have to clarify the specific goals for compulsory education under today’s global and lifelong learning society in accordance with the purpose of compulsory education. Therefore, we tried to clarify them with the following two methods. Method 1: The qualities and capabilities that in−service teachers think are used to extract the target concepts and further examine them using the exercises of graduate schools. Method 2: To consider the relationship between policy issues and qualities/ capabilities required in an era of a global society. The following three points are made clear by the above−mentioned methods. 1 When “qualities and capabilities” that an in−service teacher thinks are seen with the perspective of “Knowledge”, “Attitude/ behavior” and “Skill” that should be examined while designing a curriculum, the “Knowledge” includes the understanding of cultural heritage about one’s own country and other countries, and “Skill” includes communication skills, language skills, problem−solving skills, decision making/ judgment/ expressiveness, and ability to use information. “Attitude/ behavior” includes such as harmony, intercultural interests, robustness, awareness about others, and contributions etc. 2 While taking a look at with the perspective of “Universal competence”, “Responsive competence” and “Cultural understanding” in relation to policy issues, the “Universal competence” includes abilities such as harmony, team work, respecting others, thinking skill and sense of commitment etc. 3 From the above two points, the curriculum viewpoint of “Attitude/ behavior” is similar to the “Universal competence” of the policy viewpoint. The “Knowledge” is similar to “Cultural understanding”, and “Skill” is to “Adaptive capability”. |
