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大学入試における共通試験改革が高校の教育課程や進学指導に与える影響をめぐる一考察 : 首都圏の高校へのインタビュー調査を踏まえて
https://doi.org/10.15083/00079727
https://doi.org/10.15083/000797273153b87e-ae37-4ea6-aed1-8fc3e9bcb4f9
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
eac040006.pdf (1.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2020-10-27 | |||||
| タイトル | ||||||
| タイトル | 大学入試における共通試験改革が高校の教育課程や進学指導に与える影響をめぐる一考察 : 首都圏の高校へのインタビュー調査を踏まえて | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.15083/00079727 | |||||
| ID登録タイプ | JaLC | |||||
| その他のタイトル | ||||||
| その他のタイトル | How does the reform of the university entrance examination affect the high schools’ curricula and counseling for the choice of a university? : From the interviews with high school teachers in the metropolitan area | |||||
| 著者 |
中村, 恵佑
× 中村, 恵佑× 前田, 圭介× 佐藤, 恵律 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 162504 | |||||
| 姓名 | NAKAMURA, Keisuke | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 162505 | |||||
| 姓名 | MAEDA, Keisuke | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 162506 | |||||
| 姓名 | SATO, Eri | |||||
| 著者所属 | ||||||
| 著者所属 | 東京大学大学院教育学研究科 | |||||
| 著者所属 | ||||||
| 著者所属 | 早稲田大学高等学院 | |||||
| 著者所属 | ||||||
| 著者所属 | 市川中学・高等学校 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The National Center Test for University Entrance Examinations were abolished in 2020 and the Common Entrance Test (new test) will be introduced in 2021. However, the responses of high school teachers to the introduction of the new test have not been sufficiently clarified. Here we show the impacts of this reform, especially the introduction of four-skills test in English and short-answer questions through the interviews with high school teachers in the metropolitan area. In high schools that had already implemented the study of the four skills of English and short-answer questions, the changes in curricula and teaching styles due to this reform have remained at a formal level. Furthermore, listening and speaking, which are important in the four skills exams in English, are perceived as difficult to teach and to assess fairly. On the other hand, some high schools regard this reform as an opportunity because the use of private English exams, such as the EIKEN Test, expanded the opportunities for taking the general entrance exam and allowed students to focus more on studying other subjects. Our results demonstrate that the response to this reform varies according to each high school's university admissions. |
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| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 共同研究 | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Collaborative Research | |||||
| 書誌情報 |
東京大学大学院教育学研究科教育行政学論叢 = The Journal of Educational Administration Graduate School of Education, The University of Tokyo 巻 40, p. 89-98, 発行日 2020-10-31 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13421980 | |||||
| 書誌レコードID | ||||||
| 識別子タイプ | NCID | |||||
| 関連識別子 | AA1220520X | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 出版者 | ||||||
| 出版者 | 東京大学大学院教育学研究科学校開発政策コース | |||||
| 出版者別名 | ||||||
| Department of School Improvement and Education Policy Studies, Graduate School of Education The University of Tokyo | ||||||
