The St udy on t he Educat i on Ef f ect s of Exper i ence‑Bas ed Act i vi t i es i n t he Communi t y i n Techni cal Hi gh School s
I nves t i gat i on Anal ys i s of Nor t h Japan Ar ea
Naot o S
HIRAKAWAand Tos hi ei T
SUKIDATEAbs t r act
Local participation experience type learning is carried out and,in technical high schools, achieves an education effect. In addition,local participation type learning is tried in“period for integrated study”by a new course of study,but act ivity evaluations of students are not evaluated for a unit concretely;is various.
This study makes clear the education effects and problems by analysis of survey experience‑
based activities in communities,and suggests new directions based on this research for industrial education curriculum.
:Community‑Based activities,Internship,Curriculum
1. Fi rs t l y
1. 1 Background and purpos es
“Ext ens i on l ect ur e”“i nt er ns hi p”“pr obl em s t udi es ”i n t echni cal hi gh s chool l ocal par t i ci pa- t i on exper i ence t ype l ear ni ng i s car r i ed out i n each s chool and achi eves an educat i on ef f ect . I t i s done a memoi r by“f act and pr obl em of i nt er ns hi p,i n 14t h year ”. I n addi t i on,t he New Cour s e of St udy t r i es l ocal par t i ci pat i on t ype l ear ni ng i n“cl as s f or i nt egr at ed s t udy”,but act i vi t y eval uat i ons of s t udent s ar e not good f or cr edi t acqui s i t i on. Es peci al l y ext r acur r i cul ar act i vi t i es ar e not pr oper l y eval uat ed i n many cas es . St udi es on New t eachi ng mat er i al s can i ncr eas e t he bur den of t eacher s i n act i vi t i es .
Unt i l t he act ual s i t uat i on of l ocal par t i ci pat i on t ype exper i ence l ear ni ng has not been r epor t ed pr eci s el y,s o I have s t udi ed f or s ol ut i ons t o pr obl ems i n pl anni ng cur r i cul um f or t echni cal educat i on and a pr obl em t her ef or e t o obs t acl e t o(a r egul ar cur r i cul um).
1. 2 St udy cont ent s and met hods
I r ai s ed t he f ol l owi ng f our i t ems t o gr as p t he act ual s i t uat i on of l ocal par t i ci pat i on t ype exper i ence l ear ni ng and anal yzed i t .
(1)Do you eval uat e i t as a r egul ar cur r i cul um ? /(2)Ar e i ns t i t ut i on f aci l i t i es good enough? /(3)I s t he gui dance s ys t em per f ect?/(4)I s i t s ys t emat i c enough as a cur r i cul um ? I conduct ed a s ur vey t hr ee phas es of① hear i ngs ,② ques t i onnai r e,③ l ocal t hr ough
Received January 5,2007
Graduate school,Hachinohe Institute of Technology,M.Eng.
Prof,Hachinohe Institute of Technology,Dr.Eng.
s ur vey i nves t i gat i on and anal yzed t hem about pos s i bi l i t y of l ocal par t i ci pat i on t ype of exper i - ence l ear ni ng as a new i nt egr at ed s t udy of ar chi t ect ur e educat i on.
Next ,I s ummar i zed pr obl ems and t as ks r el at i ons i ncl udi ng f aci l i t i es and bet ween l ocal s and s t udent s and l ooked i nt o t hem s o t hat l ocal par t i ci pat i on t ype exper i ence l ear ni ng woul d be mor e ef f ect i ve and r ewar di ng f or t eacher s .
1. 3 Survey met hods
（1） hear i ng s ur vey
The s ur vey r es ul t i n t he s chool wher e Shi r akawa,one of t he aut hor s cur r ent l y wor k. An act i vi t y of t he t echni cal hi gh s chool t hr ough t he publ i c pr ogr am at pr ef ect ur al s chool s as f i ve‑
day week s chool s ys t em
I conduct ed an r es ear ch i nt o act i vi t y cont ent s of a pr ef ect ur al t echni cal hi gh s chool ar chi t ect ur e depar t ment whi ch car r i ed out s i mi l ar act i vi t i es t o t hos e i n(2). The r es ear ch has s hown t hat act i vi t y eval uat i ons of s t udent s ar e not val i d f or cr edi t acqui s i t i on. I deci ded on ques t i onnai r e i t ems bas ed on t he pr obl ems above.
（2） Ques t i onnai r e s ur vey
I n 92 cor por at e j udi ci al per s on whol e count r y t echni cal hi gh s chool head as s oci at i on par t i ci pat i on s chool s of Nor t h Japan(Tohoku and Hokkai do)(a s ubj ect pr o‑cons t r uct i on),I car r i ed out a ques t i onnai r e wi t h t he f ol l owi ng f our i t ems mai nl y s o t hat I coul d gr as p t he act ual s i t uat i on of pr obl ems f r om t he r es ul t s of my hear i ng s ur vey compr ehens i on bet ween l ocal s and ar chi t ect s and hi gh s chool s . ① “An open l ect ur e”② “I nt er ns hi p”③ “Academi c s ubj ect s s et by s chool s ”④ “A cour s e wor k s t udy”
（3） Fi el d wor k
I l ooked i nt o t wo hi gh s chool s and t hei r act i vi t i es① t he f aci l i t i es s ys t em of Aki t a Pr ef ect ual Oga Techni cal Hi gh s chool wi t h a pr ogr am pr oj ect of s endi ng as s i s t ant t eacher s t o el ement ar y s chool s as cooper at i on bet ween el ement ar y s chool s and hi gh s chool s② t he ar chi - t ect ur e depar t ment of Mi yagi Pr ef ect ual Fur ukawa Techni cal Hi gh s chool wi t h“t he di agnos i s of ear t hquake r es i s t ance abi l i t y of wooden bui l di ngs as cooper at i on among l ocal ,hi gh s chool s and t he Ar chi t ect Soci et y. I anal yze t he t wo s chool s i ncl udi ng 4 hi gh s chool s i n Aomor i pr ef ect ur e on① s peci al t y i n s t udent s act i vi t y,② s el f ‑i ni t i at i ve i n act i vi t i es ,③ cont i nui t y of act i vi t i es ,④ cooper at i on wi t h l ocal uni ver s i t i es ,⑤ eval uat i on met hods .
Wi t h t he anal ys i s ,I or gani zed t he pr obl ems i n car r yi ng out educat i on cur r i cul um of t echni cal hi gh s chool s ,and I hope t o f i nd t he pos s i bi l i t y of s et t i ng act i vi t i es as i nt egr at ed educat i on s ubj ect s .
2. Ef f ort s by pref ect ural t echni cal hi gh s chool s
2. 1 Res ul t s i n open l ect ures and probl ems
A t heme of“t he pr ef ect ur al s chool open l ect ur e”t hat I car r i ed out i n Mut s u t echni cal hi gh s chool i n 2002 i s i n t abl e 2. 1. I t was hel d on s at ur day whi ch i s now a hol i day. I t was a t hr ee
hour event . I t t ook a l ong t i me t o pr epar e f or i t s o t hat we coul d f i ni s h t he event i n 3 hour s . I t t ook pl ace i n t he pr act i cal r ooms of each depar t ment s uch as machi ne depar t ment and el ect r i c cour s e and f aci l i t i es s ys t em depar t ment . I became t he s t af f and s uppl ement of t r ai ni ng r oom by hol di ng i t i n pl ur al s ubj ect s . The t ar get was t hat par t i ci pant s coul d s ee al l t he pr act i cal r ooms and s ee t he cur r ent s t at us of t echni cal hi gh s chool s .
The pr ogr am has made i t eas i er t o under s t and t he cur r ent s t at e of s chool s wi t h char act er i s - t i cs r el at ed t o l ocal ar eas . Devel opment can be s een t hr ough exper i ence act i vi t i es . Bot h s t udent s and t eacher s s ee or i gi nal i t y and a devi ce i n act i vi t i es . I ndependence and or i gi nal i t y, act i venes s ar e bui l t up t hr ough t he par t i ci pat i on,whi ch was a gr eat educat i onal ef f ect .
One of t he pr obl ems i s t he act i vi t i es and t he r epar at i on f or t hem i s t i me cons umi ng.
Anot her pr obl em i s t hat s t udent s ʼact i vi t i es ar e not pr oper l y eval uat ed. I t i s neces s ar y t o make s ur e t hat t he act i vi t i es do not di s t ur b r egul ar cl as s es . The n open l ect ur e i s i n phot o-
Table 2.1 “Open lecture”date themes Mutsu T.H.S.
Date Day Theme Time
1 Jun Saturday City exploration“explore your town” 3 hours
15 Jun Saturday Work to recycle milk packs“makes postcards” 3 hours
22 Jun Saturday Letʼs launch PET bottles“will fly a PET rocket disk” 3 hours
29 Jun Saturday Experiencing flying disks and other toys. 3 hours
6 Jul Saturday Recycling of aluminum cans“letʼs make plates” 3 hours
13 Jul Saturday “letʼs make cards”using a PC 3 hours
Photo 2.2 Letʼs play PET bottels rocket
Photo 2.1 City exploration
gr aph 2. 1 and phot ogr aph 2. 2.
Cont ent s of t he open l ect ur e i n t he ar chi t ect ur e depar t ment at t echni cal hi gh s chool ar e i n t abl e 2. 2. The cont ent s ar e pecul i ar t o t echni cal hi gh s chool s . Aomor i Techni cal Hi gh s chool does not have act i vi t y of a s t udent ,but i ndependent act i vi t y of a s t udent i s s een i n ot her s chool s each. And t he act i vi t y eval uat i on f or a s t udent var i es . Hi r os aki Techni cal Hi gh s chool and Nanbu Techni cal Hi gh s chool have been pr act i ce open l ect ur es cont i nuous l y. However ,The hi gh s chool s i n t he pr ef ect ur e have. Wor k on PC l ect ur es open t o publ i c. However ,I peopl e concer ned need t o wor k over t i me wi t h heavy bur den,at t he s ame t i me,s t udent s act i vi t y ar e l i mi t ed i n many ways .
2. 2 Educat i onal ef f ect s and probl ems of i nt erns hi p( work experi ence program )
The i nt er ns hi p of Mut s u t echni cal hi gh s chool s t ar t ed f or s eni or s i n t he depar t ment of s ani t at i on ai r condi t i oni ng f aci l i t i es s ys t em i n 1995 as“s pot t r ai ni ng”. Suppor t ed by As s oci a- t i on of Pr ef ect ur e Cons t r uct i on I ndus t r y Shi moki t a br anch of f i ce,Mut s u Bui l di ng Soci et y,and t he As s oci at i on of Mut s u Tubi ng and i t out t o al l t he j uni or s i n f i ve s ubj ect s . Some of our s t udent s i n t he ot her depar t ment s par t i ci pat e i n wor k exper i ence pr ogr am t o wor k on t ypes of wor k,whi ch ar e i r r el evant t o t hei r own depar t ment s . An educat i on ef f ect i n i nt er ns hi p has 3 of t he f ol l owi ng. Thr ough s oci al exper i ence,s t udent s can gai n wor k et hi cs and vi ew of occupat i on. I nt er es t and l ear ni ng mot i ves have devel oped f or s peci al i zed s ubj ect s and enhan- ced upwar d mobi l i t y. Communi cat i ve compet ence was devel oped by exchange wi t h gener a- t i ons .
Pr obl ems ,Fi r s t ,f ewer and f ewer compani es accept t he pr ogr am becaus e of economi c r eces s i on. Second,a met hod of act i vi t y eval uat i on of a s t udent i n i nt er ns hi p i s not yet es t abl i s hed. Ther ef or e I eval uat e i nt er ns hi p as a par t of t r ai ni ng. i ns t ead of a r egul ar cl as s . The cont ent s of t he pr ogr am ar e changi ng t o l i ght wor k s uch as pl ant t our and CAD becaus e
Table 2.2 “Open lecture”contents and evaluation of each technical high school School Lecture contents Studentsʼactivities Evaluation method
Aomori T.H.S.
Architecture department
“lecture of PC and IT”
IT is a PC lecture for the public No Specif ic activity
14 times of two hours Not evaluated
Hirosaki T.H.S.
Architecture department “annualchildren t lecto get iure ofnt arerchies tted iecturn are forchi partectenture ands and work for handicraft”
Keep interest and interes t to a building and par ent and child cooperate and produce a work.
Assistants t o teachers
One time of five hours Not evaluated -
Towada T.H.S.
Architecture department
“A lecture of handicraft”
Experiences of handmade products in the fields of Electric system and machi ne system and architec ture
A leader for primary schoolchildren and j unior high students.
4 times of two hours
Evaluate“a case study”
-
Nanbu T.H.S.
Architecture department “Annual lecture of handicraft”
An opportunity to contact of parents and children and am made with a wor k by a woodwork prod uct
Activity as a leader.
1 time of four hours 1 credit of 35 hours -
Mutsu T.H.S.
Security system and sani tary engineer ing and air conditioning
“A house and the lectur e of ideal houses study about house environment and make architecture drafting and house model s”
Assistants t o teachers
7 times of 3 hours Evalof tasuatk sed itudyn t he subject -
of s of t y cons ci ous nes s .
Scenes of s pot t r ai ni ng ar e i n Phot ogr aph 2. 3 and phot ogr aph 2. 4. Becaus e onl y j uni or s par t i ci pat e i n t he pr ogr am,t hey l ack knowl edge of t hei r s peci al t y and r i s ks s o t hey pr act i ce mock s ur veyi ng. I n r eal cons t r uct i on s i t e,s t udent s mai nl y j us t go on a t our and l i s t en t o s i mpl e expl anat i ons .
I n Aomor i pr ef ect ur es i nt er ns hi p has been pr act i ced f or many year s . Es peci al l y depar t - ment s deal i ng wi t h cons t r uct i on,i ndus t r y as s oci at i on have made ef f or t t o i n cr eas e young l abor f or ce f or cons t r uct i on. Pr act i ci ng al l t hos e above dur i ng s t udent s s econd year have made educat i onal ef f ect gr eat er on i nt er es t f r om s t udent s . Some s eni or s t udent s par t i ci pat e i n t he i nt er ns hi p pr ogr am t hei r s ummer vacat i on and get an i nf or mal j ob of f er . On t he ot her hand, s ome s t udent s ar e not wi l l i ng t o wor k on t he pr ogr am,but t hey have t o becaus e i t i s one of t he cl as s es r equi r ed. So t her e has been a gap bet ween s t udent s and compani es ,whi ch accept s t udent s . I n addi t i on,t he pr ogr am can be a heavy bur den f or compani es becaus e t he s t af f s ar e
Photo 2.3 Simulated surveying in an office Photo 2.4 Visit to concrete spots
Table 2.3 Evaluation of“school setting subjects”of“spot training”/“visits to companies” each technical high school
School name Subject School year unit Enforcement contents
Nanbu T.H.S. “spot training I” 2 1 “A spot training”“Visit to spot in workplaces” “Lect ures by invited lecturers”
“spot training II” 3 1〜2 During the time of Internship in the Summer vacation
Aomori T.H.S. “Internship” 2 1 “A spot training”
“The engineering basics” 1 A time unit “Visit to spot in wor kplaces” (5 hours)
Hirosaki T.H.S.
Towada T.H.S.
Mutsu T.H.S.
“An industrial Training” 2 It is part of the subj ect of training
“A spot training”“Visit to spot in workplaces”
Writing essays and reports
t aken up f or t he pr ogr am i ns t ead of t hei r r egul ar wor k and s t udent s ar e not pr epar ed enough f or each r es pect i ve j ob i n compani es . When a bus i nes s es t abl i s hment gi ves t op pr i or i t y t o s ecur i t y and i t i s j us t what of t abl e 2. 3 about eval uat i on of each s chool and aut hor i zes a uni t as a s ubj ect“i nt er ns hi p”“f act or y f our ”about eval uat i on t o“s ubj ect s s et by s chool s ”. Some of t hem ar e s ubj ect s f or cr edi t s . However s ome ot her s ar e onl y f or eval uat i on.
2. 3 Subj ect s et t i ng and eval uat i on by s chool
I n a our s chool ,“a pr obl em s t udy”makes r es ear ch,t hi ngs as t r ans f er of“r epl acement f or i nt egr at ed s t udy”and I s et a t heme and car r y out qual i f i cat i on,cooper at i on wi t h a s chool f or phys i cal l y handi capped or ment al l y r et ar ded chi l dr en f r om 2001. Phot ogr aph 2. 5 s hows s t u- dent ʼ s act i vi t i es and i t was hi gh eval uat ed i n t er ms of s cene des i gn. I l ear ned a pl an/a des i gn/
an execut i on pr oces s f or an exper i ence t hr ough door ‑t o‑door s ur vey as i nt egr at ed s t udy.
Act i vi t i es ot her t han“Pr obl em St udy”ar e not pr oper l y eval uat ed. Co oper at i ons wi t h s chool s f or t he di s abl ed ar e pr act i ced i n al l t echni cal hi gh s chool and have been us ef ul f or t he maki ng of l ear ni ng mat er i al s ,however wi t h s ome pr obl ems of cos t s .
2. 4 Educat i on ef f ect s and probl ems i n real act i vi t i es
Tabl e 2. 4 s hows l ocal par t i ci pat i on exper i ence t ype l ear ni ng t he educat i onal ef f ect of l ocal t echni cal hi gh s chool i n Aomor i pr ef ect ur e. I t i s under s t ood t hat each s chool has i t own eval uat i on s t andar d,s o s i mi l ar act i vat es ar e eval uat ed di f f er ent l y. Ther e ar e t hr ee t ypes of pr obl ems ,t eacher s ,s chool s and f aci l i t i es and s t udent s . I car r i ed out a ques t i onnai r e t o act ual s i t uat i on l ook i n t o t hos e pr obl ems i n s chool s i n nor t her n Japan.
Photo 2.5 reconstruction of the garbage collecting spots with cedar thinning materials in my neighborhoods
3. The pres ent condi t i ons and probl ems of l ocal part i ci pat i on experi ence t ype l earni ng i n nort hern Japan
3. 1 The met hodal and t he res ul t s of t he ques t i onnai re
The ques t i onnai r e was car r i ed out by mai l f r om Jul y 1,2004 t o Augus t 31,2004. The ques t i onnai r e was mai l t o 92 Cor p. whol e count r y t echni cal hi gh s chool l ong as s oci at i on par t i ci pat i on s chool s of Tohoku/Hokkai do ar ea and 46 of t hem r ef unded t he ques t i onnai r e.
The r at e of t he ques t i onnai r e r et ur n i s 50%. A ques t i onnai r e i t em i s wer e① i nt er ns hi p② open l ect ur e③ per i od f or i nt egr at ed s t udy(di d i t about a pr obl em s t udy)④ s chool s et t i ng s ubj ect ,and t he i t ems we i t anal yzed i n t er ms of how t hey mer e eval uat ed.
3. 2 The ques t i onnai re res ul t s about of l ocal part i ci pat i on experi ence t ype l earni ng Tabl e 3. 1 s hows t hat 85% of t he s chool s s ur veyed pr act i ced“i nt er ns hi p”,76% “pr obl em s t udy”,and 60% vol unt eer act i vi t i es . 60% of t he s chool s s ur veyed pr act i ce“open l ect ur e”, whi ch i s l es s t han expect ed. I n addi t i on,cooper at i on wi t h ot her or gani zat i ons was pr act i ced i n 7% of t he s chool s s ur veyed.
Fig.3.1 Enforcement situation of local participation experience type learning(multiple answers allowed)
Table 2.4 Education effects of activities
Cases Educational effects for students
Open lectures ① Studentsʼautonomy and activeness promoted
② The roles played by high school students through cooperation among 3 generations cleared.
③ An opportunity to reconsider own communities given.
Internships ① A goal in career options set with enhanced outlook and work ethics.
② Increase of interest and learning motivation for specialized subjects.
③ Upbringing of communicative competence.
Co operations with locals ① Studentsʼautonomy and activeness promoted
② Sociality enhanced through interchange with locals.
③ Confidence through practical activities bolstered.
3. 3 Eval uat i on of l ocal part i ci pat i on experi ence t ype l earni ng
Tabel e 3. 2 s hows t hat l ocal par t i ci pat i on exper i ence t ype l ear ni ng i s a s ubj ect f or cr edi t a ques t i on i n 41% of t he s chool s and eval uat ed as par t as par t of s ome s ubj ect i n 28% of t hem.
69% of t he s chool s cons i der l ocal par t i ci pat i on exper i ence t ype l ear ni ng as an academi c s ubj ect . On t he ot her hand,24% of t he s chool s nei t her eval uat e nor pr act i ce l ocal par t i ci pat i on exper i ence t ype l ear ni ng f or cr edi t acqui s i t i on.
3. 4 Theme i n l ocal part i ci pat i on experi ence t ype l earni ng
Tabl e 3. 3 s hows t hat 20% of t he pr obl ems ar e about cooper at i on wi t h l ocal peopl e,7%
di f f i cul t y i n choi ce of l ect ur er s ,7% cos t .
3. 5 Probl ems i n l ocal part i ci pat i on experi ences t ype l earni ng
Fr om t he r es ul t of t he s ur vey,we have f ound act i vi t i es of l ocal par t i ci pat i on exper i ence t ype l ear ni ng s uch as i nt er ns hi p a pr obl em s t udy and per i od f or i nt egr at ed s t udy ar e pr act i ced i n mos t of t he s chool s s ur veyed and peopl e r el at ed t o s chool under s t and t he i mpor t ance of l ocal par t i ci pat i on exper i ence t ype l ear ni ng. I n addi t i on,i n pr act i ci ng l ocal par t i ci pat i on exper i - ence t ype l ear ni ng,t her e ar e pr obl ems choi ces of l ect ur er s and pr obl ems of r ewar d f or t hem.
I n addi t i on,i n enf or cement ,I under s t ood t hi ngs wi t h a pr obl em f or expens e s uch as t he l ect ur er choi ce or compens at i on,t oo. Al t hough act i vi t i es ar e pr oper l y moni t or ed i n s chool ,54% of t he s chool s s ur veyed t ake out acci dent i ns ur ance f or s ecur i t y.
Fig.3.2 Activities evaluation of local participation experience type learning
Fig.3.3 Problems after activities were practiced(multiple answers allowed)
3. 6 Anal ys i s of each i t em i n l ocal part i ci pat i on experi ences t ype l earni ng
（1） The s i t uat i ons of i nt er ns hi p(j ob exper i ence/s pot t r ai ni ng)
Tabl e 3. 4 s hows 65% of t he i nt er ns hi p i s 3 day l ong on s chool and 2% i s pr act i ced dur i ng s ummer or wi nt er vacat i on. Mos t of t he s chool s s ur veyed pr act i ce i nt er ns hi p wi t hi n 3 days . I n t abl e 3. 5 17% of t he s chool s pr act i ce t he act i vi t y f or cr edi t acqui s i t i on. Tabl e 3. 6 s hows t hat 68% of t he s chool s have di f f i cul t y i n as ki ng compani es f or . 51% of t he s chool s poi nt ed out s t udent s mot i vat i ons ar e l ow. 49% of t he s chool s compl ai ned about t eacher s over wor k. One of t he ot her r epl i es t he s i mpl i f i cat i on of t he pr ogr am by compani es t hat accept s t udent s .
Fig.3.4 Situation of internship held
Fig.3.5 StudentsʼEvaluation of internship activities
Fig.3.6 Problem after enforcement(multiple answers allowed)
Fig.3.7 Enforcement situation of an open lecture
Fig.3.8 Enforcement system of an open lecture
Fig.3.9 Obiect of participants
Fig.3.10 Activities valuation of students
（2） An open l ect ur e
3. 7 Tabl e s hows t hat 33% of t he s chool s s ur veyed have open l ect ur es . Open l ect ur es ar e pr act i ced dur i ng l ong vacat i ons i n 53% of t he s chool s s ur veyed,and pr act i ced out of cl as s i n 26%. Accor di ng t o Tabl e 3. 8,56% of t he s chool s pr act i ce t he pr ogr am i n cooper at i on wi t h ot her i ns t i t ut i ons and 22% pr act i ce i t i n s endi ng t hei r s t udent s . So 78% of t he s chool s have s ome ki nd of cooper at i on wi t h l ocal i ns t i t ut i ons .
Tabl e 3. 9 s hows t hat 33% of t he open l ect ur es ar e t ar get ed f or adul t s and 53% f or ei t her el ement ar y of j uni or hi gh s chool s . f or t he pur pos e of i ncent i ves and i nt er es t s i n ear l y chi l d hood.
Tabl e 3. 10 i s t he eval uat i on of s t udent s ʼact i vi t i es i n open l ect ur es . The t hi ng whi ch does not eval uat e does not eval uat e 33% t oget her ,but i s 22%,and t her e ar e many cas es whi ch ar e not connect ed t o eval uat i on al t hough act i vi t y of a s t udent i s s een;under s t and a t hi ng.
（3） “A t as k s t udy”
Tas k s t udi es ar e cl as s f or cr edi t s i n mos t s chool s and s chool s whi ch pr act i ce t as k s t udi es as ext r a‑cur r i cul um (no cr edi t s )ar e not i ncl uded i n t he s t at i s t i c.
3. 7 Educat i onal ef f ect s and probl ems i n l ocal part i ci pat i on experi ence t ype l earni ng The educat i onal ef f ect s of l ocal par t i ci pat i on t ype exper i ence l ear ni ng,wer e f ound i n ot her pr ef ect ur es l i ke t hos e i n Aomor i pr ef ect ur e.
（1） Educat i on ef f ect s
① Local par t i ci pat i on exper i ence t ype l ear ni ng i mpr oves t he abi l i t y t o s ol ve pr obl ems and ar ous es s t udent s ʼi nt er es t and mot i vat i on f or t hei r r es pect i ve s ubj ect s .
② Local par t i ci pat i on exper i ence t ype l ear ni ng i mpr oves communi cat i ve compet ence t hr ough exchange opi ni ons wi t h di f f er ent gener at i ons .
③ Local par t i ci pat i on exper i ence t ype l ear ni ng hel p s t udent s acqui r e wor k et hi cs .
（2） Pr obl ems i n pr act i ci ng l ocal par t i ci pat i on exper i ence t ype l ear ni ng
① Fewer compani es and i n s i t uat i ons whi ch accept s t udent s f or l ocal par t i ci pat i on exper i ence t ype l ear ni ng
② A change of s t udent s ʼat t i t udes and manner s i n t he pr ogr am
③ Bur den i ncr eas e t o t eacher s
④ Appr opr i at e updat e of t r ai ni ng f aci l i t i es
⑤ How eval uat i on of t he act i vi t y s houl d be.
4. Si t uat i on and charact eri s t i cs of advanced act i vi t i es
4. 1 cas e of advanced act i vi t i es and charact eri s t i cs
I conduct ed a s ur vey i n t wo s chool s ,f or 5 f ol l owi ng i t ems one i n Aomor i pr ef ect ur e,t he ot her i n s ome ot her pr ef ect ur e.
【I t ems f or anal ys i s 】
（1） Speci al t y of s t udent ʼ s act i vi t i es
（2） St udent ʼ s mot i vat i ons and cr eat i vi t y
（3） Dur at i on of act i vi t i es
（4） Cooper at i on wi t h l ocal s uch as uni ver s i t i es
（5） An eval uat i on met hod
(1) As an cas e of an open l ect ur e,Par ent and Chi l d Ar chi t ect ur e Lect ur e”s pons or ed Ar chi t ect ur al I ns t i t ut e of Japan has been pr act i ced i n Hi r os aki Techni cal Hi gh School ar chi t ec- t ur e depar t ment . A s t udent pr act i ced i n t he open as as s i s t ant s .
Photo 4.1 Production of a box type spider
hole Photo 4.2 Takko‑cho vocational school
Photo 4.3 Measured the degree of a leaning
pillar Photo 4.4 It is measured with a level
(2) As a cas e of a cooper at i on wi t h l ocal s ,t he f i r s t Hachi nohe Col l ege of Engi neer i ng Seni or Hi gh School(phot ogr aph 4. 1). cr af t“t akot s ubo”a vas e t o cat ch oct opus es .
(3) As anot her cas e of an cooper at i on wi t h l ocal ,Nambu Techni cal Hi gh School pr act i ce of l ocal par t i ci pat i on exper i ence t ype l ear ni ng“car pent er ”f or woul d‑be cr af t men,cos pons or - i ng wi t h Nakui agr i cul t ur al hi gh s chool ,Takko Seni or Hi gh School ,Takko Juni or Hi gh School and Sannohe,Nagawa and Takko vocat i onal s chool s . （Phot ogr aph 4. 2）
(4) As a cas e of a cooper at i on wi t h el ement ar y and j uni or hi gh s chool s ,Towada Techni cal Hi gh School ,pr act i ce vi s i t cl as s oper at i on t o el ement ar y and j uni or hi gh s chool s .
(5) As a cas e of ar chi t ect ur al ci r cl es and uni ver s i t i es ,i n Mi yagi Pr ef ect ur al Fur ukawa Techni cal Hi gh School s t udent s par t i ci pat e i n di agnos i s of s i mpl e quake r es i s t ance abi l i t y i n wooden bui l di ngs . Wor ked i n t he bui l di ng Res ear ch Depar t ment i n 2003,but pr act i ci ng pr ogr am made t he s chedul e and pl an t i ght er ,s o,I have car r i ed i t out as t as k s t udi es i n 2004.
(6) As a cas e of a cooper at i on wi t h anot her Aki t a pr ef ect ur al Oga Techni cal Hi gh School has been pr act i ci ng t he pr ogr am of s endi ng t hei r s t udent s t o el ement ar y s chool s bef or e gr aduat i on s i nce 2001. The s t udent s ar e t hos e who ar e pl anni ng go on t o col l ege.
I n Mi yagi pr ef ect ur al Fur ukawa Techni cal Hi gh School a new l abor at or y bui l di ng was bui l t i n 1995 and i t was des i gned f or r epor t maki ng on t he s pot . I j oi ned quakepr oof exami na- t i on and got a di agnos i s af t er one‑hour dr i ve. I t i s a pr obl em how you eval uat e movement t i me of comi ng and goi ng. I n addi t i on,I obs er ved t r ai ni ng r oom,a t r ai ni ng machi ne,i n Oga t echni cal hi gh s chool ,and hear d t hat pr act i cal t r ai ni ng was not done f or 3 year s af t er t he t eacher i n char ge had t r ans f er r ed. We have t he s ame ki nd of pr obl em i n us i ng t he Machi ni ng cent er t r ai ni ng r oom,t o s ol ve and avoi d t he pr obl em,we need t o ar r ange t he t eacher s f or t he r es pect i ve cl as s es and per i odi cal l y exchange t he t r ai ni ng s ubj ect s and hol d s emi nar s .
4. 2 Anal ys i s and probl ems i n advanced l ocal part i ci pat i on t ype experi ence l earni ng Tabl e 4. 1 a s ummer y of my anal ys i s of t he 2 cas e ment i oned ear l i er .
(1) On s peci al t y of s t udent s ʼact i vi t i es ,al l t he hi gh s chool s s ur veyed pr act i ce act i vi t i es wi t h t hei r r es pect i ve s peci al t i es except f or Aki t a pr ef ect ur al Oga Techni cal Hi gh School .
(2) On s el f ‑management of s t udent s ʼact i vi t i es ,Hi r os aki Techni cal hi gh School hol ds open l ect ur es as ext r a‑cur r i cul um. I n Oga Techni cal Hi gh School ,s eni or s af t er gr aduat i on have enough t i me t o t ake f or t he pr ogr am s o t hey can wor k i n a move cr eat i ve way. I n addi t i on,ot her s eni or hi gh s chool s have t he i n t he per i od of t as k s t udy and t heywor k on wi t h r es pect i ve obj ect i ves and mot i vat i ons .
(3) Towada Techni cal Hi gh School i s one of t hos e appoi nt ed Mi ni s t r y of Educat i on, Cul t ur e,Spor t s ,Sci ence and Technol ogy,f or t he pr ogr am pr act i ce f or 2 year s and al l t he ot her s chool s keep pr act i ci ng vol unt ar i l y.
(4) Cooper at i on wi t h l ocal s s uch as one wi t h a uni ver s i t y i s anot her exampl e of l ocal par t i ci pat i on exper i ence t ype l ear ni ng.
Fur ukawa Techni cal Hi gh School t akes s peci al i nt er es t s i n ear t hquakes and wor k on wi t h Tohoku I ns t i t ut e of Technol ogy,l a l ocal hi gh s chool and t he l ocal ar chi t ect ur al ci r cl e.
Table 4.1 Analysis of characteristics for advanced activities School An analysis item
Hirosaki T.H.S. Architecture department Hachinohekoudai H.S. Architecture department Nanbu T.H.S. Architecture department Towada T.H.S. Architecture department Furukawa T.H.S. Architecture department Oga T.H.S. Security system and san itary engineering and air conditioning
- Specialty of students activities Assistance to making models specialized Woodcraft specialized Learning special skills in wood processing special ized.
Guidance of w o o d processing specialized.A seismic capacity of w o o d e n b u i l d i n g s specialized.
Activities for students aiming for college entrance not specialized- Independence of activity Carry it out as extracur ricular activities.Works have device and ingenuity.Students have goals to be carpenters.Students work hard on task study.Students work hard on task study.Activities for students aiming for college entrance
- Continuity of activities Though themes are changed activities are continued It continued It practiced annually Continued as an activity designated by Ministry It continued Continued based on the manual of Board of edu cation- Cooperation with locals and universities Hirosaki city architect club and cooperation Cooperate with a fisher menʼs cooperative associ ation/fishermanʼs Cooperation of 3 schools, junior high school,high school and vocational school
Cooperation of elemen tary and junior high school.
Cooperation with autho rized architect society, universities,technical high schools in the pre fecture
Students perform activ ities in elementary schools they graduated from.
- --- -
- Evaluation method Extracurricular activ ities not evaluated Evaluated as part of task study Evaluated as part of the training Evaluated as part of task study Evaluated as part of task study School setting subject called“Registered C” for 1 credit.
-
(5) On eval uat i on,t he pr ogr am i s a s ubj ect f or cr edi t acqui s i t i on and pr oper l y eval uat ed except f or t hat i n Hi r os aki Techni cal Hi gh School . I ague t hat t hey s houl d make s ur e t he number of cl as s es i s pr oper l y.
Fr om t he anal ys es above,I have f ound t hat t her e ar e 4 f ol l owi ng t as ks . (1) A t as k of eval uat i on of s t udent s ʼact i vi t i es
Wi t h exchange of i nf or mat i on and conf i r mat i on of t he det ai l s t he pr ogr am wi t h compani es and i ns t i t ut i ons ʼt he pr ogr am can be mor e car ef ul l y pl anned. Keepi ng r ecor ds on t he pr ogr am.
Obs er vat i on t our t o t he i ns t i t ut i on dur i ng t he act i vi t y of t he pr ogr am i s par t of our r egul ar wor k,whi ch we ar e as r es pons i bl e as f or r egul ar wor k,not ext r a wor k. I pr epar ed a cal cul at i on f or t i me f or bot h act i vi t i es and t r ans por t at i on t o t he pl aces t akes t hem i nt o account f or eval uat i ons . To ar r ange s af e act i vi t i es envi r onment s ,I made s ur e t hat al l t he peopl e concer ned ar e i ns ur ed f or i nj ur y and damage.
(2) Pr obl em t o t eacher s and s chool s
The l i s t of peopl e wi t h s peci al s ki l l t o be dat a bas ed t o s el ect compani es i ns t i t ut i on. I t i s i mpor t ant t hat al l s t af f i n s chool ar e i nf or med of t he pr ogr am,and s chedul es f or t eacher s act i vi t i es s uch as cl ub act i vi t i es s houl d be car ef ul l y ar r anged. Mai nt enance and updat e f or f aci l i t i es i n s chool s s houl d be pai d at t ent i on t o.
(3) Chal l enges t o s t udent s
Bas i c behavi or s s uch as gr eet i ngs s houl d be i ns t r uct ed i n advance t o i mpr ove t he abi l i t y f or communi cat i on. I car r i ed out r es ear ches f or f ur t her i nt er es t s i n advance. I l ear ned about t he f i el d f or t he pr ogr am and l ear ned t o oper at e comput er s ki l l s neces s ar y f or t he pr ogr am.
(4) Bef or e par t i ci pat i ng t he pr obl em
Pr obl ems t o compani es and i ns t i t ut i ons accept i ng s t udent s al t hough obs er vat i on t our s i ns t ead of pr act i ce ar e mor e common f or a s af et y r eas on,t hey s t i l l s houl d s el ect pr act i ce f or s t udent s whi ch ar e i r r epl aceabl e. The number of s t udent s and s chedul es s houl d be car ef ul l y ar r anged t o keep t he bur den mi ni mum and t he coat s f or t he pr ogr am needs t o be cover ed by s chool s . To make t he pr ogr am s ome how pr of i t abl e, pl aced adver t i s ement s of t he pr ogr am.
5. Summary
Fr om t he r epor t above,I have concl uded t hat t he ar eas i n Nor t h Japan have t he s ame t ypes of pr obl ems as t hos e of Aomor i Pr ef ect ur es . I chos e t wo s eni or hi gh s chool s wi t h char act er i s - t i c act i vi t i es I car r i ed out a ques t i onnai r e t o t hem. As a r es ul t of i t ,t hey ar e pr act i ci ng new act i vi t i es ,but t hey have pr obl ems of t r ans por t at i on and t i me t aken t o move t o pl aces f or pr ogr am. Act i vi t i es s uch as open l ect ur es ,i nt er ns hi p and pr act i ce exper i ence,act i venes s and s el f ‑i ni t i at i ve hel p s t udent s i mpr ove cr eat i vi t y. I nt er es t and l ear ni ng i ncent i ves f or s peci al - i zed s ubj ect s have been i ncr eas ed vocat i onal cons ci ous nes s gr ew up,t oo. Communi cat i ve compet ence has been i mpr oved by exchange wi t h by i nt er change wi t h di f f er ent gener at i ons . Teacher s can di s cover many t hi ngs i n s t udent s ʼact i vi t i es and s ee l as t equi pment and s ki l l s . I n addi t i on,I wor k on educat i on wi t h/char act er i s t i cs pecul i ar t o l ocal s and t i es bet ween s chool
and l ocal s wi l l be i mpor t ant .
As s t udent s go on t o hi gher gr ades ever y year t he educat i onal act i vi t i es s houl d be mor e s peci al i zed. Ther ef or e,t he number of i ns t r uct or s and t eacher s s houl d be mai nt ai ned and t hei r s ki l l s s houl d be i mpr oved ever y year . Ski l l s f or comput er s ar e i n mor e demand and s o as bet t er f aci l i t i es and equi pment . Eval uat i on met hods need t o be es t abl i s hed t o count t he number of cl as s t i mes and t o make cl ear t he cont ent s of pr ogr am f or cr edi t acqui s i t i on s ubj ect s . I n addi t i on,as an exampl e of cooper at i on bet ween hi gh s chool s ,uni ver s i t i es and l ocal s ,a uni ver s i t y by Pr of es s or Tohoku I ns t i t ut e of Technol ogy Rei j i Tanaka and a t echni cal hi gh s chool i n Mi yagi ,cooper at i on of aut hor i zed ar chi t ect s oci et y. Wor k t oget her f or educat i on of ear t hquake di s as t er . Ear t hquake di agnos t i c cl as s f or wooden hous es as ant i ‑ear t hquake educat i on f or j uni or and s eni or s chool s t o wor k wi t h t he young f or s af er communi t i es t ol er ant t o ear t hquake. Ther ef or e I ar gue t hat t hr ough cur r i cul um s ys t em and s af et y educat i on mus t be wor ked on.
Fr om al l t he above,I t hi nk t hat t her e ar e t hr ee cr i t er i aʼ s t o enhance i ncent i ves f or t echni cal educat i on t hr ough Local par t i ci pat i on exper i ence t ype l ear ni ng.
① Rear r angement of cur r i cul um f or eval uat i on as s ubj ect s f or cr edi t acqui s i t i on.
② Tr ai ni ng and s ecur i ng i ns t r uct or s and i ns t r uct i on s ys t ems .
③ Mai nt enance and up dat e f or bet t er f aci l i t y.
As a f ut ur e s t udy,I r eexami ne t he ques t i onnai r e i t ems and car r y i t out t o Eas t Japan bui l di ng educat i on meet i ng f or t he s t udy. I woul d l i ke t o make t he s ugges t i ons whi ch t hat an ar ea I have made i n t hi s r epor t f or mor e i nt er es t i ng act i vi t i es wi t h cooper at i on among l ocal s and hi gh s chool s and hi gh s chool s and uni ver s i t i es .
Ref erences
1) Ryoji Kumada,memoir“internship,fact in the 14th year and problem”industry education 2002.
September
2) Naot o Shirakawa,Tsukidate Toshiei,“An activity of the industrial high school through through the public program at prefectural schools as five‑day week s chool system”―A study on the industrial educational curriculum through participating and exper ience‑based activities in the community
―collection of Architectural Institute of Japan arts and sciences lecture summaries(Tokai)2003.9 3) Naoto Shirakawa,Tsukidate Toshiei,“A study on t he industrial educational curriculum through
participating and experience‑based activities in the community”―Case studies of Aomori― collection of Architectural Institute of Japan arts and sciences lecture summaries(Hokkaido)2004.8
4) Naoto Shirakawa,“A study about an educat ion effect by local participation type experience learning in a technical high school” Hachinohe institute of technology tech graduate school engineering graduate course architectural engineering specialt y masterʼs thesis(Aomori)2004.2
5) Naoto Shirakawa,Tsukidate Toshiei,“A s tudy about an education effect by local participation type experience learning in a technical high school”―Anal ysis of questionnaire survey of North Japan area
―collection of Architectural Institute of Japan arts and sciences lecture summaries(kinki)2003.9 6) 2001 Ministry of Education,Culture,Sports,Sci ence and Technology research and development school
research and development enforcement report（Aomor i Prefectural Nannbu Technical High school） 2002.3
7) Cooper ation promotion business with a senior high schools and an elementary and junior high schools
specialized in 13.14 Heisei year Ministry of Education,Culture,Sports,Science and Technology appointment“A making of thing”class of the smal l/a junior high student by guidance of students of a technical high school students（Aomori Prefectur al Towada Technical High school）2003.3 8) The making of godet reliable safely resisting an ear thquake to make with a youth‑Wooden house
earthquake proofing diagnosis class‑as earthquake disaster prevention education of a middle and high school students（Miyagi existing building ear thquake proofing repair promotion meeting）2004.
4
9) New high school course of study A guide of formation and administration of a new education course (The Akita Board of Education）2001.6
10) 2004 Mr.high school student dispatch program enforcement summary to a primary schoolchild（The Akita Board of Education）2004.4
