The Japanese Curriculum
1992 – 2003
OUTCOME OF THE PROJECT IN INTERNATIONAL
COMPARISONS
by
Sam Bennett
University of Georgia
Evaluating the Curriculum
Changes in Japan
An Outline of the
Educational System
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Elementary school is
grades one through six, with topics similar to the American and European
system.
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Lower secondary schools
are grades seven through nine. Students begin their preparation to get into the
better high schools.
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In grades seven through
nine, students work on algebra and geometry. Students move into different high schools, based on 9th
grade exam scores. These scores serve as a placement procedure. Prior to 10th grade,
students receive essentially the same curriculum.
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In secondary school, six
math courses are offered—1,2,3 and A, B, C. Students take 1 and A their 10th grade, 1 on
three days, A on two, etc.
Calculus begins in Math 2, with limits and derivatives. Students graduate from secondary school,
many with integral calculus completed.
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College entrance exams
are of singular importance. Students often attend special schools called juku. These schools meet after regular school hours,
sometimes until 10 or 11p. .
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Mumbusho, the Ministry of Education, administers a uniform
entrance exam, Each university administers its own secondary entrance exam. The secondary exam is given
more weight at more prestigious universities
The Initiation of Change
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The backdrop of the
initial changes in 1977 was a media-fueled concern about children in society. Mombusho revised curriculum, reduced the hours of subjects,
suggested the importance of child-centered teaching and learning.
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In 1989, this trend
continued, with a phased introduction of a five-day school: one Saturday off
per month in 1992,two Saturdays off in 1995, and finally all Saturdays off by
2002. Emphasized child-initiated
motivation, thinking skills, and the childÕs interest. Teacher poses a problem,
and children discover the concepts behind the problem. In addition, a new
subject, was introduced into the first and second grades, replacing science and
social studies.
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The curriculum revisions
of 1998, implemented in 2002 included an integrated study period introduced
into the third through six grades up to secondary school. Primary change
initiated in 1998 was a thirty percent Òcarefully selected Òreduction in
curriculum content.
The Engine of Curriculum Change:
Lesson Research
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The phenomenon known as Lesson
Study, Lesson Research first appeared in American research
journals in 1991. As part of this
process, a group of teachers prepare a lesson and the lesson is taught in a
real classroom, with numerous observers. After the presentation, the presenting
teachers discuss the strengths and weaknesses of the lesson, then the group of
observers ask questions, make comments, and provide critiques, and in most
sessions an invited guest, a Òsignificant otherÓ sometimes makes the final
comments and closes the session.
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The origins of Lesson
Study in Japan are somewhat obscure.
Catherine Lewis reported that some Japanese teachers thought many of
their science teaching techniques came from the United States. Perhaps these lessons came from U.S.
model programs.
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One noted and quoted
Japanese historian, Masami Isoda, has made the statement that this practice has
been going on for over 200 years in Japan.
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In all likelihood, the
practice is rooted in the business and science sectors of Japan, in what is now
known as quality control. In 1950, J. Edwards Deming was invited
to teach executives and engineers about the methods of quality control. Japanese companies quickly adopted
these practices. These firms
carved out large sectors in international product markets.
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Although the Lesson
Study connections to quality control are rarely, if at all, mentioned in
educational literature, descriptions of Lesson Study presented in international
cooperative efforts have stated that this device (Lesson Study) is based on the
principle of ÒPlan-Do-SeeÓ.This phrase is one of the most influential of
DemingÕs teachings, called theÒPlan-Do-Check ActionÓ cycle in some circles in
Japan
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In Japan, each
individual school has its Òwithin-school research lessonÓ, with practically no
exceptions.There are also public research lessons, the most famous of these
being the research lessons conducted at national elementary schools, the
approximately 75 public schools where new educational approaches are
experimented with. As lessons are
presented, dozens of teachers crowd the classroom, watching and evaluating. In
one survey of teachers in 35 different schools, teachers stated they had seen a
total of about 10 research lessons per year.
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There are several ways
in which research lessons could contribute to instructional improvement. One, the observing teachers were able
to view other teachers in action. They see how other teachers deal with
problems common to classrooms.
Teachers gain when they make presentations: they receive meaningful
criticism. Observers learn to be
attentive to students. Observers
get a chance to witness new content and new approaches. Different views of
teaching collide with each other in the discussions. This produces reflective thought among teaching
participants. These Òmultiple
educational laboratoriesÓ end up shaping the curriculum.Teachers are honored.
The Internal (Japanese) Perspective of Curriculum
Evaluation
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How does one evaluate a
curriculum change? First, did the changes desired actually occur? Secondly,
were these changes a positive step?
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One desire of the
Ministry of Education, in 1989, and even back in 1977, was that excess pressure
should be taken off of Japanese students, so that the students could cultivate
a Òzest for living and learningÓ
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A second desire was a
change in the style of teaching in Japanese classrooms, a more enticing
educational presentation, attracting studentsÕ curiosity, away from what was
considered the traditional Japanese methods of rote, teacher-initiated
instruction.
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TraditionalistsÕ
Perspective
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This change in
educational philosophy received criticism from groups of scientists and
professionals. Their evaluation of
the curriculum change: not good.
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Diligence and hard work
were two tenets of Japanese society. Critics saw two results of the curriculum
changes of 1989: a lessening of studentsÕ personal study time and a decline in
academic achievement.
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What tools did these
critics use to evaluate the results of curriculum changes? It should have been clear that
curriculum changes and the move from 6-day schools to 5-day schools was going
to result in a lessening of studentsÕ study time. That, after all, was the point.
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Critics of the
MinistryÕs curriculum pointed to TIMSS data, which indicated that Japanese
students studied less at home than the average of the nations participating in the study. Data-based arguments began
appearing: Nishimura conducted
several math tests on college students, and published ÒCollege Students Who
Cannot Solve Calculations With FractionsÓ. Surveys of professors revealed that many thought that
achievement levels had declined
Although some longitudinal studies reported significant declines, most
did not.
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Many U.S. observers
considered this Japanese achievement crisis debate a Òtempest in a
teapotÓ. In the 1980Õs in the
United States, there were clear, unequivocal indicators that studentsÕ
achievement was declining: there was evidence of decline in longitudinal
studies in the SATÕs and low
rankings on international tests.
Perspectives of Some
Interested Parties
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Juku, sometimes known as cram schools, are difficult for
outsiders to understand. There is
no equivalent structure in America.
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Juku is a private after-school study supplementary for
students, primarily designed primarily to help students prepare for college
examinations and stay up in their regular school studies. In both 1989 and 2001, 29% of
elementary students and 50% of the junior high students surveyed attended juku (Tsuneyoshi, 2004). These percentages increase in
high school, as preparation intensifies for university admission tests. This supplemental education is an
important aspect of learning in Japan, a Òhidden curriculumÓ.
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Parents were far more
concerned about the university entrance tests than they were the results of
international tests. The Ministry
had no control of the university and its entrance exams. Many private schools
continue to offer 6-day schools. Juku prospered.
Supporters of Curriculum
Change and Their Perspective
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First International Math
Study (FIMS) in early 60Õs (12 nations). 1.Japan
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Second International
Math Study (SIMS), published in1987
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13-year olds 1.Japan.
ÉÉ12. U.S out of 15 nations
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End of Secondary
School: 1. Japan 2. Hong KongÉÉ14.
U.S out of 15 nations
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Supporters of the
MinistryÕs Curriculum Changes pointed primarily to the TIMSS data as an
evaluation tool for the new curriculum.
TIMSS is an international test and survey of fourth grade and eighth
grade students of approximately 50 countries, students tested in 1995, 1999,
and 2003.
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Although Japanese fourth
graders performance in math and science declined from 1995 to 2003, they scored
in the top three in 2003—and Japan was by far the most populated of these
three countries . TIMSS did not test fourth graders in 1999.
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The Japanese eighth
graders tested were in the top five countries in both math and science in 1995,
in 1999, and in 2003. The news could be framed positively: Japanese elementary
and lower secondary students held their own internationally as the curriculum
changed.
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A comparative videotape
analysis of the 1995 TIMSS study
pointed to the high quality of Japanese math classrooms. The TIMSS findings suggest that
JapaneseÉlessons more often resembled the recommendations of experts and the
U.S. reform movement. The analysis of the videotape lessons suggested that it
was the Japanese math lessons that stressed problem-solving skills the most and
encouraged active learning rather than passive learning.
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PISA Ôs tests are
administered to 15-year olds. The
PISA results showed that Japanese students were in the top testing group in
both math and sciences. In
addition, in the survey part of PISA, results indicated that Japanese children
were expressing positive attitudes about their classrooms. There was good morale and good
attendance. Furthermore, gaps
between the scores of low and high SES students were small. The Ministry was
excited about the international testing results, but even more excited about
the positive classroom indicators.