School trip - school trip

Japanese: 修学旅行 - しゅうがくりょこう

Under the supervision of a teacher, children and students travel to remote areas in groups to have a variety of experiences and learn things that they would not be able to have during their normal school life. It is different from an excursion in that it usually includes an overnight stay. It is a uniquely Japanese educational activity that is rarely seen in other countries, and is currently planned and implemented as a school event within the school curriculum as part of special activities.

[Jiro Inoue]

history

The origin of school trips is said to be a long-distance excursion on foot between Tokyo and Choshi, Chiba Prefecture, which was organised by Tokyo Normal School (later Tokyo Higher Normal School and Tokyo University of Education) in February 1886 (Meiji 19) for 11 nights and 12 days. This trip combined three aims: military-style training elements aimed at training the mind and body and encouraging disciplined group behaviour, off-campus learning elements based on the educational theory of intuitive teaching that was popular at the time, which placed emphasis on exposure to real things, and comfort and friendship elements that were a descendant of the ancient sightseeing trips, and in this respect it is the prototype of today's school trips.

The term "school trip" was first used in educational regulations in 1888 in the "Ordinary Normal School Facilities Guidelines," and by the 1900s it had spread to upper grades of elementary school as well. One factor contributing to this was the promotion of a discount fare system introduced by the then Japan Railway Company in 1899 for groups of 50 or more people.

When we trace the history of school trips, we can see that they sensitively reflect the trends of the times. For example, during the Taisho democracy period, the emphasis was on comfort and friendship, whereas after the Manchurian Incident of 1931 (Showa 6), the focus shifted to fostering the national spirit and training the mind and body through visits to Ise Shrine and distant homage to the Imperial Palace.

[Jiro Inoue]

current situation

Currently, school trips in elementary, junior high and high schools are generally carried out by the highest grade or equivalent grades, with a certain amount of money saved up each month, and schools make an effort to further improve the educational effect by providing detailed instructions and preliminary inspections before the trip. In addition, especially at the junior high and high school level, school trip destinations are increasingly being incorporated into farming, mountain and fishing villages, where students can have hands-on learning experiences in the areas of work and production, or participate in group cycling and recreational activities, and the types of trips are becoming increasingly diverse.

On the other hand, with the development of transportation, the destinations for school trips have become more remote, and as a result, the travel expenses have tended to increase. Furthermore, following the 1987 (Showa 62) recommendation by the Provisional Council on Education to "internationalize education," the Ministry of Education (now the Ministry of Education, Culture, Sports, Science and Technology) began to actively encourage overseas school trips, and the number of overseas school trips has also increased rapidly. As of 2000, 445 public high schools have gone on overseas school trips, and 60% of the countries visited are China and Korea. Prefectural boards of education set standards for school trips, setting certain restrictions on the number of nights and travel destinations for each type of school, but when you consider the cost of clothing and other preparations, as well as pocket money, the burden on parents is by no means light. It is one thing to expect from each school to respond appropriately.

[Jiro Inoue]

"Field Trips and School Trips" by Yoshiro Iemoto (1981, Ayumi Publishing) " ▽ "Theory and Practice of School Trips" by Kenichi Suzuki (1983, Gyosei)" ▽ "School Trip Overview" (1990), edited and published by the National School Trip Research Association" ▽ "New Research on Special Activities 9: New Developments in Junior High School Events and Experiential Activities" edited by Tetsuo Takahashi (1991, Meiji Tosho Publishing)" ▽ "Japanese Teachers 10: The Creation of School Events" edited by Hikaru Nakano and Toshiyuki Yoshimura (1995, Gyosei)" ▽ "School Trip Planning Reader" (1995), edited and published by Kobunken ▽ "School Trips and Off-Campus Learning to Cultivate Life Skills" by the University of Tsukuba Junior High School (1997, Tosho Bunka Publishing)" ▽ "Hayami Sakae, "Delightful and Nostalgic School Trips: How Did Young People Participate in National Events?" (1999, Nesco)" ▽ "National School Trip Research Association, ed., "Report on Survey of School Trips by National, Public, and Private High Schools Nationwide," various years' editions" ▽ "National School Trip Research Association, ed., "Report on Survey of Overseas School Trips by Public High Schools Nationwide," various years' editions"

[Reference items] | Excursions | School events | Special activities

Source: Shogakukan Encyclopedia Nipponica About Encyclopedia Nipponica Information | Legend

Japanese:

教師の引率のもとに、児童・生徒が団体をつくって遠隔地に出かけ、平素の学校生活では望めない、さまざまな経験や見聞をすること。通常は宿泊を伴う点で遠足と区別される。諸外国にはあまり類例をみない、きわめて日本的な教育活動で、現在は、学校の教育課程のうえでは、特別活動のうちの学校行事に位置づけて計画され、実施されている。

［井上治郎］

歴史

修学旅行は、1886年（明治19）2月に、東京師範学校（後の東京高等師範学校、東京教育大学）が11泊12日の日程で実施した、東京と千葉県銚子(ちょうし)の間を徒歩で往復する長途遠足に始まるとされている。これは、心身の鍛錬と規律正しい集団行動を目ざす兵式訓練的要素と、そのころの流行であった直観教授の主張、すなわち、実物に触れることを重視する教育理論に基づく校外学習の要素と、古くからの物見遊山(ゆさん)の系譜を引く慰安(いあん)、親睦(しんぼく)の要素の三者を、あわせ目的とする形で実施されたもので、その点でも今日の修学旅行の原型をなすものである。

　修学旅行という用語が、初めて教育法規に用いられたのは1888年の「尋常師範学校設備準則」においてであるが、やがてそれは、1900年代に入ると、小学校の高学年にもあまねく普及するに至った。これには、1899年に、当時の日本鉄道会社が、50人以上の団体に対して割引料金制度を導入したことによる促進効果も無視できないであろう。

　修学旅行の歴史をたどると、そこにはそのおりおりの時代の風潮が敏感に反映していることがわかる。たとえば、大正デモクラシー期には、慰安、親睦の要素が強調されているのに反し、1931年（昭和6）の満州事変以降は、伊勢(いせ)神宮の参拝や皇居遙拝(ようはい)を通しての国民精神の作興や心身の鍛錬に主眼が置かれるようになるのがその例である。

［井上治郎］

現状

現在の小・中・高等学校における修学旅行は、毎月一定の金額を積み立てたうえで、最高学年ないしそれに準じる学年で実施するのが一般で、その際、学校では、事前指導や下見にも念を入れて、その教育効果をいっそう高めることに努めている。また、とくに中・高等学校段階では、修学旅行先に農・山・漁村を組み入れて、そこで勤労・生産的な体験学習をさせたり、集団的なサイクリングやレクリエーション活動を行わせたりするなど、その実施形態もとみに多様化しつつある。

　一方、交通機関の発達につれて、修学旅行の目的地はますます遠隔化し、それに伴って旅費もとかくかさむ傾向が認められる。さらに1987年（昭和62）の臨時教育審議会による「教育の国際化」提言を受け、文部省（現文部科学省）が国外修学旅行を積極的に奨励してからは、海外への修学旅行も急増した。公立高校の海外修学旅行の実施状況は445校、訪問国は中国・韓国が60％を占める（2000）。各都道府県の教育委員会では、修学旅行の実施基準を定めて、学校種別ごとに、宿泊日数や旅行先に一定の制限を設けているが、服装その他の支度や小遣いまで含めて考えると、その際の保護者の負担はけっして軽いものとはいえない。各学校の適切な対応が期待されることの一つである。

［井上治郎］

『家本芳郎著『遠足・修学旅行』（1981・あゆみ出版）』▽『鈴木健一著『修学旅行の理論と実際』（1983・ぎょうせい）』▽『全国修学旅行研究協会編・刊『修学旅行総覧』（1990）』▽『高橋哲夫編『特別活動の新研究9　中学校学校行事・体験的活動の新展開』（1991・明治図書出版）』▽『中野光・吉村敏之編『日本の教師10　学校行事の創造』（1995・ぎょうせい）』▽『高文研編・刊『修学旅行企画読本』（1995）』▽『筑波大学附属中学校著『生きる力を育む修学旅行と校外学習』（1997・図書文化社）』▽『速水栄著『うれしなつかし修学旅行――国民的行事に若者はどう参加したか』（1999・ネスコ）』▽『全国修学旅行研究協会編・刊『全国、国・公・私立高等学校修学旅行実態調査報告書』各年版』▽『全国修学旅行研究協会編・刊『全国公立高等学校海外修学旅行実施状況調査報告』各年版』