An Analysis Of Upper Secondary Education Reform In Japan Since1990s

In the whole school education system, the position of upper secondary education is:the highest stage of basic education, the second half stage of secondary education and the transitional stage of higher education. The particularity of the position determines the importance of upper secondary education and at the same time indicates the complexity of upper secondary education in nature and function. Especially with the popularity of nine-year compulsory education in each country, it is an important job to explore the development road of upper secondary education and conquer difficulties in the development.Japan is one of the countries in which upper secondary education develops fastest. After basic popularity was achieved in1970s, diversification reform became the focus in the field of upper secondary education. But the real realization of diversification and individuation development for upper secondary education was after1990s. The consulting report About Educational Systems Reform in the New Era published by central education council was regarded as the beginning of it. It can be said that Japanese upper secondary education appeared diversification situation with the mark of the following three types high schools: unified lower and upper secondary school, comprehensive high school and Credit-Based high school. This approach not only breaks the "dual" drab pattern of traditional high schools but also meets the diverse needs of students from different aspects. Although these reform measures are not perfect and flawless, the reform idea of taking education structure reform as breakthrough to realize diversification and individuation development is worth of reference. Therefore, the author hopes to start from the perspective of structure and function to further explore overall situation of upper secondary education in Japan, aiming to state what is the real purpose of upper secondary education reform in Japan since1990s.Based on the above writing purpose, the research content can be divided into five chapters. Among them, chapter two, three and four are the core of the research. This part starts from structural functionalism and states particularly the three dominant kinds of high schools in education reform of upper secondary education since1990s. Specifically, the main contents of this study are as follows:Chapter one plays a guiding and leading role. This chapter explores on the whole the reform background and direction of upper secondary education since1990s. The upper secondary reform contents such as establishing new type high school and recognizing credit outside school in this period are identified according to the statements in the government policy report. Based on this, the seeming scattered and disorder upper secondary education reform is defined as a kind of "structure reform" according to the Japanese scholars’point of view and its clear "longitudinal-horizontal" line is pointed out.Chapter two discusses shools with consistent junior and senior shools as the "Longitudinal" structure reform of upper secondary education. It belongs to the school system reform of upper secondary reform (or secondary reform). This type of school system forms bright contrast with traditional type of "3-3" secondary education system. Its educational features of no entrance selection, special case in educational make its "consistency" more outstanding. The study found that the function of this type of schools is to implement Unified Lower and Upper Secondary Education.Chapter three discusses comprehensive discipline high school as the "horizontal" structure reform of upper secondary education. It belongs to subject system reform of upper secondary education. This type of schools form bright contrast with traditional academic subject high school and specialized subject high school. It reflects certain education features on recruit students, educational courses and school operations. The study found that the structural characteristics of the Comprehensive high school is to achieve a discipline diversity, and its function is to implement a "comprehensive" education.Chapter four discusses high schools with credit system as the "horizontal" structure reform of upper secondary education. It belongs to the curriculum management way in upper secondary education. This type of schools form bright contrast with traditional school year high school. Its educational features are mainly reflected by the flexibility of education curriculum compilation and school operations. These to a great extent determine the "flexibility" structure of this type schools,its function is to implement individualized education.Chapter5reflects the advantages and disadvantages of education reform of upper secondary school since1990s. On the basis of the previous study, the value and the existing problems of upper secondary education are further discussed from the perspective of structure and function and the causes of the problems are analyzed deeply.