Dropout - Dropout

Japanese: 落ちこぼれ - おちこぼれ

…
[Academic ability debate]
As mentioned above, expected academic ability varies depending on the era, the demands of various social classes, and the educational goals, but the problem of academic ability became particularly serious after the 1970s, when the number of people hoping to go to high school and university increased rapidly, the disparity between universities, with Tokyo University at the top, became clear, and the academic credibility society became a major social issue. In 1971, the Federation of Educational Research Institutes announced the results of a survey showing that teachers believe that more than half of the children cannot keep up with classes, and the widening gap in academic ability became fixed. Since then, low academic ability has become such a problem that "dropouts" became a popular phrase. What is noteworthy is that there are opposing positions on how to understand the cause of this fact itself and the direction of its solution.

From 【School】

...The nature of textbooks was changed in the latter half of the 1950s, and the binding power of textbooks was strengthened, which strengthened the tendency of textbooks to become standardized and monopolized. Also, in response to the international development of science and technology from the 1950s onwards, new content was added without adequately organizing the educational content (for example, "assembly" was added to elementary school arithmetic), which made the content difficult and increased the amount of material. As a result, the number of children who could not keep up with classes increased so much that "dropouts" became a popular word in the 1970s. Almost in parallel with this, there was a sharp increase in school violence, school refusal, and delinquency in high schools, and in junior high schools in the 1980s, and teachers had to work hard to restore order on campus. ...

From [Childhood]

... Recently, emphasis has been placed on teaching in the middle years (third and fourth grades) of elementary school education. This is because at this time, the gap in academic ability becomes significant, and the number of students who refuse to go to school or engage in delinquent behavior increases, making the so-called "dropouts" noticeable. From a developmental psychology perspective, around age 9 or 10 is a time when children begin to transition to abstract thinking, become aware of others (peers) to a certain extent, and begin to look at themselves in comparison to them. ...

*Here are some explanations of terms that refer to "dropouts."

Source | Heibonsha World Encyclopedia 2nd Edition | Information

Japanese:

…
［学力論争］
　以上のように，期待される学力は，時代や社会諸階層の要求あるいは教育目的によって異なるが，学力問題がとくに深刻な様相を呈するようになったのは，高校，大学への進学希望者が急増し，東大を頂点とした大学間格差が明瞭となり，学歴社会が重大な社会問題となってきた1970年代以降である。71年，教育研究所連盟は，教師が，授業についていけない子どもが半数以上存在するとみているとの調査結果を発表し，学力格差の広がりが固定化しており，以後〈落ちこぼれ〉が流行語になるほど低学力が問題となった。注目すべきは，この事実自体の原因のとらえ方や解決の方向について相対立する立場があることである。…

【学校】より

…50年代後半からはその性格が改められ，教科書への拘束力が強化され，このため教科書は画一化と寡占化の傾向を強めた。また50年代以降の国際的な科学･技術の発展への対応にあたり，教育内容を十分に整理しないまま新しい内容を付け加えた(たとえば小学校算数に〈集合〉を追加)ため，内容が難しく，しかも量が増えたので，70年代からは〈落ちこぼれ〉が流行語になるほど，授業についていけない子どもが増えた。これとほぼ並行して高校で，80年代に入っては中学校で校内暴力，登校拒否，非行が急増し，教師は学園の秩序の回復に向け懸命に努力しなければならなくなった。…

【児童期】より

…　小学校教育においてこのところ重視されるようになったのは中学年(三，四年生)の指導である。この時期は学力格差が著しくなり，登校拒否や非行の件数も増大するなど，いわゆる〈落ちこぼれ〉が目だつためである。発達心理学的にみると，9,10歳ごろは抽象的思考への移行がはじまるとともに，ある程度まで他者(仲間)を意識しつつ，それとの対比で自己を見つめはじめる時期である。…

※「落ちこぼれ」について言及している用語解説の一部を掲載しています。

出典｜株式会社平凡社世界大百科事典第２版について | 情報

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