A Comparison of the Curriculum Guidelines of Health and Physical Education Learning Area of Elementary Schools between Taiwan and Japan

• Main Authors: Hsu,chingwen, 許瀞文
• Other Authors: Chao-Sheng Hsu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/09175467078466049786

碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 99 === The purpose of this study was to compare and analyze Curriculum Guidelines of Health and Physical Education learning area of elementary schools between Taiwan and Japan to offer some suggestions for the promotion and revision of guidelines of Health and Physical Education learning area in our country. Analysis of curriculum documents and comparative research were adopted in this study. The seven major conclusions were as follows： 1.Background：Both countries were in response to the social trends and changes. And they expected to improve the quality of education by this curriculum reform. 2.Curriculum Rationale：Both countries placed importance on how the living environment influenced their health and developed regular exercise habits through learning health and physical education. 3.Objective：Both countries expected their students to be able to keep accurate knowledge about health and effectively implement their health objectives. However, there were some differences between them. Taiwan focused on the balance of physical fitness more, but Japan put more emphasis on improving physical fitness. Taiwan’s curriculum objectives were designed according to the same 7 objectives in each grade. Japan’s curriculum objectives were respectively designed for different grades. 4.Strand：The strands in both countries were comprised of the cognition and skills of health and physical education. 5.Competence Indicators：The competence indicators in both countries focused on the balance of health and physical fitness. However, the description of curriculum objectives in Taiwan trended to be used in general but the description in Japan was much more specifically illustrated. 6.Learning stages：Two countries divided learning stages in different ways. In Taiwan, learning stages were divided into two, but three learning stages in Japan. 7.Time for learning：The allocations in both countries were both flexible.