戦後教育改革期の学力問題 : 数学教育の場合

Abstract

Studiss on the Educational Reform in Japan after the Second World War must deal not only wifh the reformed system and its underlying ideas, but also with the conditions that restricted the reform. In this paper, the author attempts to study the scholastic achievement of pupils in mathematics education at and after the war (i. e. 1942-1949). In wartime, the curricula ot "Chugakko" (Boys' Middle School) and "Koto-jogakko" (Girls' Hign School) were revised and much leveled up to fulfil the urgent mecessities ot the war. In reality, however, pupils in these schools were forced to work in factories and farms instead of attending their classes, so that the objectives ot the revision were not materialized. Immediately after the country's defeat in the war, the Goverment and the Ministry of Education attempted to "supplement" scholastic achievment in the above mentioned schools. However, successful completion of the scheme was marred by the deplorable educational conditions in those days : teachers had little training ; school buildings had been destroyed ; there were insufficient textbooks. In addition, people had to exert much time and energy in simply acquiring food. 1947 saw the inauguration of a New School System, plus the establishment of various new school curricula. In the following year 1948, these curricula were revised. Firally, the levels of the curricula were equalized with those of Pre-War days. These are just some of the condicions with which mathematics education in Japan had to contend after the War