| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育研究所 === 89 === Abstract
The purpose of this research is to study the similarities and differences of curriculums in R.O.C and Japan’s comprehensive senior high schools. Research issues include the curricular objectives, the curricular structures, the curricular content, the curricular execution questions.
From this research, we hope to get some inspirations and experiences and to apply them in Taiwan’s context.
The methods used in this research are literature review, interviewing with experts, and educational comparative methodology. The main findings are as follows:
In the curricular objectives, in Japan, it focuses on being an able person in the society while it also stresses on student individual’s development and the social understanding and responsibility.
In curricular structure, in Japan, Upper secondary school requirements credits and school optional credits and the number credits which are required for graduation have not many differences with R.O.C .
In curricular content, in Japan, The upper secondary school requirements for science and social study subject area have two kinds of A and B, the kind of B is suitable for entering higher education. Principle requirements subjects that every integrated course student has to take in principle is『Industrial Society and Human Beings』『Basic subjects relating to information』、『Project studies』and that is not have in R.O.C. In the specialized subjects provided by automotive series in Japan is emphasize on automotive provision for ready, such as the subjects of environment protection, information technique basic, environment technology, mathematical science in technology, fundamentals of electricity is not have in R.O.C. The mechanical technology in Japan the specialized subjects is fewer than R.O.C. The subjects of mathematical science in technology, fundamentals of electricity is not have in R.O.C.
The performance issue of curricular is about that has no minimum limitation of people for elective subject and arrange to library for student blank hour, teacher’s number that employ many part-time teachers, teacher’s teaching quality, school’s finance and equipment etc in University of Tsukuba Senior High School at Sakado.
Based upon the above conclusions to raise some suggestions for comprehensive high school curriculum and later studies in Taiwan.
Keywords：comprehensive high school, curriculum, comparative study.
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