Elementary school - shougakko (English spelling) elementary school

Japanese: 小学校 - しょうがっこう（英語表記）elementary school

In the Japanese school system, elementary schools are schools that provide primary education, as opposed to schools that provide secondary and higher education, and have been consistently called elementary schools since the Meiji era, except for the period during World War II when they were national schools. These schools are schools that teach all children of elementary school age the common basic knowledge and skills they will need as citizens in the future.

[Tsubura Kiyoji]

Objectives and goals

The new Fundamental Law of Education (Law No. 120 of 2006), which was completely revised in 2006 (Heisei 18), stipulates that "ordinary education provided as compulsory education shall be for the purpose of cultivating the foundations for living independently in society while developing the capabilities of each individual, and of nurturing the basic qualities required of those who shape the nation and society" (Article 5, Paragraph 2), and makes clear that education should be consistent throughout the nine years of elementary and junior high school. In response to this, the School Education Law sets out ten goals for compulsory education in order to realize the purpose of compulsory education (Article 21, Paragraphs 1-10). The ten goals can be summarized as follows:

(1) To cultivate an attitude of actively participating in the formation of society and contributing to its development, based on a spirit of autonomy, self-reliance and cooperation, a sense of norms and fair judgment, as well as a public-spirited attitude.

(2) Promote nature experience activities and cultivate a spirit of respect for life and nature and an attitude that contributes to environmental conservation.

(3) To provide a correct understanding of the current situation and history of our country and our hometown, to foster an attitude of respect for traditions and culture and love for the country and hometown that have nurtured them, as well as an attitude of respect for other countries and contributing to the peace and development of the international community.

(4) To develop basic understanding and skills regarding the roles of family and household, food, clothing, shelter, information, industry, etc.

(5) Familiarize students with reading and cultivate the basic ability to correctly understand and use the Japanese language.

(6) Develop the basic ability to correctly understand and process quantitative relationships.

(7) Cultivate the basic ability to scientifically understand and process natural phenomena.

(8) To develop the habits and physical strength necessary for a healthy, safe and happy life, and to promote the harmonious development of the mind and body.

(9) Cultivate basic understanding and skills in music, art, literature, etc.

(10) To develop basic occupational knowledge and skills, an appreciation of work, and the ability to choose one's career path.

The purpose of elementary schools is to provide the basic elements of compulsory education (Article 29), and in order to achieve the goals set out in Article 21 above, elementary schools are to provide students with basic knowledge and skills to cultivate the foundations for lifelong learning, and to use these to develop the critical thinking, judgment, and expression skills necessary for solving problems, as well as to foster a proactive approach to learning (Article 30).

[Tsubura Kiyoji]

history

Elementary schools were established in the "School System" of 1872 (Meiji 5), which stipulated that "elementary schools are the first level of education and are not compulsory education for the general public." In 1886, the Elementary School Act was enacted, which set four years for ordinary elementary schools and four years for higher elementary schools, with four years of ordinary elementary school being compulsory education, but also permitted a simplified elementary course with a study period of up to three years. In 1890, the Elementary School Act was revised, making it mandatory for municipalities to establish elementary schools. This revised Elementary School Act also clarified the purpose of elementary school education, stating that "the main purpose of elementary schools is to give children the foundations of moral education and national education, and the ordinary knowledge and skills necessary for their lives, with due consideration given to the physical development of the children" (Article 1). In 1900 (Meiji 33), four years of elementary school was made compulsory, followed by six years of elementary school and two years of higher elementary school in 1907, extending compulsory education to six years of elementary school. During this time, the rate of attendance at elementary schools also gradually increased. In 1873, it was only about 28%, and in 1877 it was about 40%, but after the Sino-Japanese War it rose sharply, exceeding 90% in 1902 and reaching 97% in 1907.

In addition, according to the National School Act of 1941, the name of elementary schools was changed to national schools, with the aim of training citizens for the Empire in response to the total war situation leading up to the Pacific War. However, with the promulgation of the School Education Act in 1947, the name reverted to elementary schools.

[Tsubura Kiyoji]

Current system

After the Second World War, under the School Education Law, elementary school was made compulsory education, with the duration of study being six years, along with three years of junior high school. Parents were also required to send their children to elementary school from the age of six to twelve, and municipalities were obligated to establish the number of elementary schools necessary to accommodate the school-age children within their district.

In principle, elementary school classes are made up of students of the same grade, with the standard number of students per class being 40. Local governments are encouraged to devise ways to make classes as small as possible based on this standard, and legal reforms are underway to make the standard 35 students. Coeducational classes are the rule. The standard size for elementary schools is between 12 and 18 classes. Elementary schools are required to have a principal, vice principal, teachers, school nurses, and administrative staff, and may have vice principals, senior teachers, guidance teachers, nutrition teachers, and other necessary staff (school janitors, school nutritionists, school lunch staff, school security guards, etc.) (Article 37 of the School Education Act). Among these, nutrition teachers have been appointed since 2005, and vice principals, senior teachers, and guidance teachers since 2007, and are relatively new positions. Nutrition teachers were appointed to provide guidance and management of children's nutrition (promotion of food education), and vice principals were appointed to ensure organized and flexible school management. In other words, the aim is to enable teachers to concentrate on their direct educational activities and improve the quality of education for children. However, apart from the principal, elementary schools only have at least one full-time teacher for each class, and there is a need to increase the number of teachers. In addition, there are more female teachers in elementary schools than in junior high and high schools, accounting for 62.8% of the total as of 2010 (Heisei 22). By comparison, the figures for junior high schools are 41.9%, and for high schools are 29.4%.

The educational content of elementary schools, or the curriculum, is made up of subjects (Japanese, social studies, mathematics, science, life studies, music, arts and crafts, home economics, and physical education), ethics, foreign language activities, integrated learning time, and special activities (class activities, student council activities, club activities, and school events) with the aim of achieving the above-mentioned objectives and goals. Specifically, the elementary school curriculum guidelines established by the Ministry of Education, Culture, Sports, Science and Technology are used as the standard, and each school creates its own curriculum according to the actual situation of its students and the region. The curriculum guidelines have been revised approximately every 10 years (the seventh revision was in 2008) in response to the expansion of school education, the intensification of entrance exam competition, and rapid changes in society, but the basic direction of the guidelines is to make the curriculum guidelines more general, to select educational content more precisely, to improve the number of class hours, and to promote cooperation between schools, families, and the local community.

[Tsubura Kiyoji]

assignment

Although elementary school education has been expanded and improved in this way, there are still many problems, which are listed below.

(1) As compulsory education schools, elementary and junior high schools have always been regarded as one entity, but the relationship between the two is still insufficient in terms of content. It is necessary to find ways to further promote cooperation between elementary and junior high education. In order to eliminate the so-called "junior high school first year gap" (the step between elementary and junior high schools) and to facilitate smooth education, efforts are being made to establish integrated elementary and junior high education. In addition, against the backdrop of the accelerated growth of children (the upper grades of elementary school are adolescents) and the sophistication of education, there is a movement to reconsider the 6-3 system itself and to adopt a 4-3-2 system, for example, dividing it into 1st to 4th years of elementary school, 5th and 6th years of elementary school, 1st year of junior high school, and 2nd and 3rd years of junior high school (integrated elementary and junior high school education).

(2) Relationships with kindergartens and nurseries. Preschool education has become so widespread that most children entering elementary school do so via kindergartens or nurseries. It is important to strengthen cooperation with kindergartens and nurseries. Aiming to overcome the so-called "first grade problem" (the state of children not adapting to school life), efforts are being made to promote cooperation between kindergartens, nurseries, and elementary schools, that is, to encourage interaction between children, as well as interaction and joint research between caregivers and teachers.

(3) Improve the curriculum. In order to promote cooperation between kindergartens, nurseries, and elementary schools, it is necessary to review the content of education for the lower grades, but there is also a need for a more comprehensive elementary school education, including interdisciplinary instruction and experiential learning. Specifically, in 1989, a life studies class was introduced for the lower grades of elementary school, and in 1998, comprehensive learning time was established for the middle and upper grades to cultivate independent thinking and problem-solving skills, including experiential learning. Efforts to improve have continued. In the revised curriculum guidelines of 2008, against the backdrop of changes in the social environment such as internationalization, information technology, and urbanization, the aim is to provide an education that cultivates life skills (solid academic ability, a rich mind, and a healthy body) with the enhancement of language skills and experiential learning as its pillars, and there is growing interest in the enhancement of English activities and science and mathematics education in elementary schools.

[Tsubura Kiyoji]

"History of Elementary Schools" by Tsuyoshi Kurazawa, 4 volumes (1963-1971, Japan Library Bureau)" ▽ "History of the Modern Japanese Education System" by Taro Nakajima (1966, Iwasaki Shoten)" ▽ "A Centennial History of the Education System, edited by the Ministry of Education (1972, Imperial Association of Local Government Administration)" ▽ "History of Schools, Volume 2: History of Elementary Schools, edited by Toshiyuki Ito and Yoshiro Egami (1979, Daiichi Hoki Publishing)" ▽ "Rethinking Compulsory Education" by Hidenori Fujita (2005, Chikuma Shobo) ▽ "Education from Infancy to Childhood, by the National Institute for Educational Policy Research, Curriculum Research Center (2005, Hikari no Kuni)" ▽ "Shinagawa Ward Elementary and Junior High School Integrated Education Guidelines" edited by the Shinagawa Ward Board of Education (2005, Kodansha)" ▽ "Creating an Integrated Elementary and Junior High School, supervised by Hiroaki Kamei and written by Hino Gakuen, a public elementary and junior high school in Shinagawa (2007, Kyoiku Shuppan)" ▽ "Key Points for Cooperation between Kindergartens, Daycare Centers and Elementary Schools, edited by Takako Shinohara and Manabu Tamura (2009, Gyosei)" ▽ "Article-by-Article School Education Law, 7th revised edition, edited by Isao Suzuki (2009, Gakuyo Shobo)"

Source: Shogakukan Encyclopedia Nipponica About Encyclopedia Nipponica Information | Legend

Japanese:

日本の学校体系のなかで、中等教育、高等教育を施す学校に対して、初等教育を施すための学校であり、第二次世界大戦中の国民学校時代を除き、明治以降一貫して小学校とよばれてきた。児童期のすべての子供に対して、将来国民として必要とされる共通の基礎的な知識・技能を習得させる学校である。

［津布楽喜代治］

目的・目標

2006年（平成18）に全面改正された新しい教育基本法（平成18年法律第120号）は、「義務教育として行われる普通教育は、各個人の有する能力を伸ばしつつ社会において自立的に生きる基礎を培い、また、国家及び社会の形成者として必要とされる基本的な資質を養うことを目的として行われるものとする」（第5条第2項）と定め、小・中学校9年間を一貫した教育を明示した。これを受け、学校教育法はこの義務教育の目的の実現に向けて、義務教育の目標を10項目にわたって揚げた（第21条1～10号）。10項目を要約すると次のようである。

(1)自主・自律と協同の精神、規範意識と公正な判断力ならびに公共の精神に基づき主体的に社会の形成に参画しその発展に寄与する態度を養う。

(2)自然体験活動を促進し、生命・自然を尊重する精神と環境の保全に寄与する態度を養う。

(3)我が国と郷土の現状と歴史について正しい理解に導き、伝統と文化を尊重しそれらをはぐくんできた我が国と郷土を愛する態度を養うとともに、他国を尊重し、国際社会の平和と発展に寄与する態度を養う。

(4)家族と家庭の役割、衣・食・住、情報・産業等について基礎的な理解と技能を養う。

(5)読書に親しませ国語を正しく理解し使用する基礎的な能力を養う。

(6)数量的な関係を正しく理解し処理する基礎的な能力を養う。

(7)自然現象について科学的に理解し処理する基礎的な能力を養う。

(8)健康安全で幸福な生活に必要な習慣と体力を養い心身の調和的発達を図る。

(9)音楽・美術・文芸等について基礎的な理解と技能を養う。

(10)職業についての基礎的な知識・技能と勤労を重んずる態度および進路を選択する能力を養う。

　そして、小学校は、この義務教育として行われる普通教育のうち基礎的なものを施すことを目的とし（第29条）、前述の第21条に掲げる目標を達成すべく、生涯にわたり学習する基礎が培われるよう基礎的な知識・技能を習得し、これを活用して課題解決に必要な思考力・判断力・表現力等をはぐくみ、主体的に学習に取り組む態度を養うとしている（第30条）。

［津布楽喜代治］

歴史

小学校は、1872年（明治5）の「学制」において発足し、「小学校ハ教育ノ初級ニシテ人民一般必ス学ハスンハアルヘカラサルモノトス」と定められた。1886年には小学校令が制定され、尋常小学校4年、高等小学校4年とし、尋常小学校の4年が義務教育とされたが、別に修業年限3年以内の小学校簡易科が認められた。1890年には小学校令が改正され、市町村に小学校の設置が義務づけられた。また、この改正小学校令において、「小学校ハ児童身体ノ発達ニ留意シテ道徳教育及国民教育ノ基礎並其(その)生活ニ必須(ひっす)ナル普通ノ知識技能ヲ授クルヲ以(もっ)テ本旨トス」（1条）と小学校教育の目的が明確にされたのである。1900年（明治33）には尋常小学校4年間の義務教育が確定され、続いて1907年には尋常小学校を6年、高等小学校を2年とし、義務教育が尋常小学校6年間に延長された。この間、小学校への就学率もしだいに上昇をたどった。すなわち、1873年には約28％にすぎず、1877年にも約40％であったが、日清(にっしん)戦争後急上昇し、1902年に90％を超え、1907年には97％に達したのである。

　なお、1941年（昭和16）の国民学校令により、それまでの小学校の名称が国民学校に変わり、太平洋戦争への総力戦体制に対応して皇国民錬成の教育を目ざしたが、1947年（昭和22）の学校教育法の公布により、ふたたび小学校の呼称に戻った。

［津布楽喜代治］

現行制度

第二次世界大戦後、学校教育法のもとで、小学校は修業年限6年とされ、中学校3年とともに義務教育とされるに至った。そして、保護者に対しては、その子を満6歳から満12歳まで小学校に就学させる義務を課し、市町村に対しては、区域内の学齢児童を就学させるに必要な小学校を設置することを義務づけた。

　小学校の学級は同学年の児童で編制することが原則であり、1学級の児童数は40人を標準とし、この標準のもとで各自治体が実質的な少人数学級を目ざして、くふうするよう奨励され、さらに35人を標準とする方向で法改正が進んでいる。また、男女共学の学級編制を原則としている。なお、小学校は12学級以上18学級以下が標準規模とされている。小学校の教職員としては、校長、教頭、教諭、養護教諭、事務職員を必置とし、副校長、主幹教諭、指導教諭、栄養教諭その他必要な職員（学校用務員、学校栄養職員、給食従事員、学校警備員等）を置くことができると定めている（学校教育法第37条）。このうち、栄養教諭は2005年から、副校長・主幹教諭・指導教諭は2007年からの比較的新しい職であり、栄養教諭は児童の栄養の指導・管理（食育の推進）、副校長等は組織的・機動的な学校運営等を目ざして設けられた。つまり、教員が直接的な教育活動に専念集中できるようにし、児童に対する教育の質的向上を目ざしているのである。しかし、小学校には校長のほかは各学級に専任の教諭1人以上を置くというだけであり、教員の定数増が望まれている。なお、小学校では、中学校、高等学校に比して女性教師が多く、2010年度（平成22）の時点で、全体の62.8％を占めている。ちなみに、中学校は41.9％、高等学校は29.4％である。

　小学校の教育内容、つまり教育課程は前掲の目的・目標の達成を目ざして、教科（国語、社会、算数、理科、生活、音楽、図画工作、家庭、体育）、道徳、外国語活動、総合的な学習の時間および特別活動（学級活動、児童会活動、クラブ活動、学校行事）によって編成される。具体的には、文部科学省の定める小学校学習指導要領を基準とし、各学校においてその児童や地域の実態に応じて、教育課程を編成するのである。学習指導要領については、学校教育の普及拡大と受験競争の激化や社会の急激な変化などに対応して、ほぼ10年ごとに改訂が行われてきたが（2008年に7回目の改訂が行われた）、学習指導要領の大綱化、教育内容の精選、授業時間数の改善、学校と家庭・地域社会との連携などがその基本的な方向となっている。

［津布楽喜代治］

課題

このように、小学校教育は拡充整備されてきたが、なお幾多の問題がある。以下に列挙する。

(1)義務教育諸学校としてつねに中学校と一体的にとらえられてきたが、しかし両者の関係は内容的にはまだ不十分なものがある。小・中教育の連携をさらに進めるくふうが必要である。いわゆる「中1ギャップ」（小・中学校間の段差）をなくし、円滑に教育を進めようと、小中一貫教育が取り組まれている。また、児童の成長の加速化（小学校高学年は思春期）や教育の高度化等を背景に、六三制そのものを見直し、たとえば小学校1～4年、小学校5・6年と中学校1年、中学校2・3年、という区切り方を用いて、四三二制とする動きもみられる（小中一貫教育）。

(2)幼稚園、保育所との関係である。就学前の幼児教育は著しく普及し、小学校の新入学児童のほとんどが幼稚園、保育所を経由して入学している。幼稚園、保育所との連携の緊密化を図ることが重要である。いわゆる「小1プロブレム」（学校生活への不適応状況）の克服を目ざし、幼稚園・保育所・小学校の連携、すなわち子供相互の交流そして保育者と教員の交流・共同研究等の取り組みが進められている。

(3)教育課程の改善である。幼・保・小の連携のためにも、低学年の教育内容の検討が必要とされるが、さらに合科的指導、体験学習などを含めて、充実した小学校教育が求められる。具体的には、1989年（平成1）に小学校低学年に生活科が設けられ、さらに1998年には中・高学年に体験的な学習を含めて主体的な思考力・問題解決力などを培う総合的な学習の時間が設けられるなど、改善の努力が続けられてきた。そして、2008年改訂の学習指導要領においては、国際化・情報化・都市化等の社会環境の変化を背景に、言語力と体験学習の充実を柱として、生きる力（確かな学力・豊かな心・健やかな体）を培う教育が目ざされ、小学校における英語活動や理数教育の充実が関心をよんでいる。

［津布楽喜代治］

『倉沢剛著『小学校の歴史』全4巻（1963～1971・ジャパンライブラリービューロー）』▽『中島太郎著『近代日本教育制度史』（1966・岩崎書店）』▽『文部省編『学制百年史』（1972・帝国地方行政学会）』▽『伊藤敏行・江上芳郎編『学校の歴史　第2巻　小学校の歴史』（1979・第一法規出版）』▽『藤田英典著『義務教育を問い直す』（2005・筑摩書房）』▽『国立教育政策研究所教育課程研究センター著『幼児期から児童期への教育』（2005・ひかりのくに）』▽『品川区教育委員会編著『品川区小中一貫教育要領』（2005・講談社）』▽『亀井浩明監修、品川区立小中一貫校日野学園著『小中一貫の学校づくり』（2007・教育出版）』▽『篠原孝子・田村学編著『幼稚園・保育所と小学校の連携ポイント』（2009・ぎょうせい）』▽『鈴木勲編著『逐条学校教育法』第7次改訂版（2009・学陽書房）』