44 2012 2013 3 195 210 教養教育のカリキュラムと実施組織に関する一考察 2011

教養教育のカリキュラムと実施組織に関する一考察 197 2011 2011 1999 2004 1963 1 1991 29 2002 2 10 2002200320032004 20052002 2008 2011

198 44 2 34 5 6 1995 1999 2001 2005 2006 2001 20062 2005 1999 1999 2006 4 3 12011 7 9 2 4780 web 3 25.9202 /780 2006

2012 199 202011 1999 1999 1991 2011 10 20 4 1 199968.842.9 54.3 201146.553.270.8 199949.9 2011 64.51999 1999 8 6 10 2011 4 1 1 67.8 67.3 49.6 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 一般教養 (1999) 教養教育 (2011) 29.7 68.8 46.5 18.3 21.3 10.5 2.5 2.5 外国語 (1999) 外国語 (2011) 26.4 42.9 53.2 40.8 11.7 18.4 4.6 2.0 保健体育 (1999) 保健体育 (2011) 17.8 54.3 70.8 34.5 5.4 5.4 7.1 5.9 情報処理 (1999) 2.3 情報教育 (2011) 7.0 34.8 64.5 49.9 23.5 13.5 5.0 初年次基礎ゼミ (2011) 6.5 43.0 28.5 22.0 ( 日本人学生向け ) 日本語教育 (2011) 1.0 36.8 21.9 40.3 減少変化なし増加該当せず

25.9 17.4 23.8 29.2 15.2 21.7 18.2 12.3200 44 43.9 37.0 40.9 46.9 39.9 20.0 22.7 49.6 *** 67.8 58.7 72.7 70.2 67.3 68.9 63.6 67.4 58.2 60.0 42.9 60.0 54.0 58.7 59.1 51.5 52.8 45.7 36.4 58.0 33.0 30.4 31.8 34.1 36.2 43.5 40.9 32.8 57.8 56.5 68.2 56.5 45.5 51.1 40.9 44.3 42.2 63.0 40.9 35.1 ** 35.5 58.7 45.5 25.8 ** 31.8 39.1 45.5 26.9 64.3 76.1 63.6 60.3 ** 59.7 78.3 77.3 50.0 30.2 50.0 27.3 23.7 * 56.6 78.3 68.2 46.9 ** 43.4 63.0 54.5 34.6 ** 35.2 19.6 22.7 42.7 ** 32.3 32.6 27.3 33.1 TOEIC 27.3 26.1 22.7 28.5 22.7 28.9 31.8 19.1 17.1 19.6 22.7 15.3 46.2 43.5 40.9 48.1 68.8 67.4 54.5 71.8 * 68.5 63.0 59.1 72.0 59.4 82.2 75.0 49.2 ** 59.2 77.8 61.9 52.3 * 52.5 54.3 59.1 50.8 44.2 47.8 36.4 44.3 44.2 47.8 36.4 44.3 *p<.05 ** p<.01 ***p<.001 57.8 63.058.750.0 64.3 42.7 2 68.868.5

2012 201 82.277.8 2 4 1 53.3 4 8 9 1 25.1 11.6 21.1 30.2 53.3 39.1 42.9 60.2 38.1 33.3 30.0 41.1 36.9 19.5 33.3 43.2 36.2 28.3 21.1 41.2 * 15.4 8.9 23.8 16.3 9.7 4.4 14.3 10.8 *p<.05 ** p<.01 ***p<.001 FD 3 4 41.9

202 44 3 15.712.6 5 34 ** *** 1 2-3 4 15.7 6.8 20.0 18.1 19.2 15.9 13.2 12.6 6.8 15.0 14.2 19.2 12.7 7.9 29.8 59.1 25.0 20.5 3.8 25.4 51.3 41.9 27.3 40.0 47.2 57.7 46.0 27.6 100.0 100.0 100.0 100.0 100.0 100.0 100.0 N 191 44 20 127 52 63 76 *p<.05 ** p<.01 ***p<.001 2 1999 61.4 48.0 1999 17.3 1999 21.8 1999 24.844.0 0% 10% 20% 30% 40% 50% 60% 70% 教員の負担が偏っている 22.9% 48.0% 全学的な調整 連絡が難しい 47.1% 61.4% 担当教員が共通教育を軽視する 14.3% 17.3% 1999 年調査 学生が共通教育を軽視する非常勤講師の管理が難しい 25.5% 21.8% 24.8% 2011 年調査 共通教育予算の十分な確保ができていない 44.0%

2012 203 1 2-3 4 48.0 63.8 40.9 43.6 * 35.1 46.3 59.0 * 46.7 12.5 68.4 45.0 *** 61.4 66.0 50.0 61.7 49.1 61.2 70.5 * 66.7 45.8 71.9 58.8 17.3 27.7 18.2 13.5 10.5 16.4 23.1 6.7 4.2 28.1 17.5 ** 21.8 23.4 27.3 20.3 17.5 28.4 19.2 23.3 29.2 17.5 20.0 24.8 25.5 13.6 26.3 22.8 32.8 19.2 36.7 20.8 24.6 22.5 43.7 55.6 40.9 40.0 43.6 42.4 44.7 41.4 20.8 46.4 48.1 *p<.05 ** p<.01 ***p<.001 4 63.8 4 59.0 68.4 4 70.5 28.1 53 46.9 1 50.0 4 51.94 51.970

204 44 ** *** 1 2-3 4 42.8 54.5 57.1 36.4 42.3 42.4 43.4 44.8 43.5 45.6 41.9 46.9 25.0 33.3 56.6 57.7 53.0 34.2 51.7 43.5 36.8 51.4 10.3 20.5 9.5 7.0 0.0 4.5 22.4 3.4 13.0 17.5 6.8 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 N 194 44 21 129 52 66 76 29 23 57 74 * 1 2-3 4 35.1 30.2 57.9 33.3 49.0 34.9 26.3 37.0 42.9 26.8 40.5 50.0 51.2 26.3 53.2 46.9 46.0 55.3 59.3 42.9 51.8 44.6 14.9 18.6 15.8 13.5 4.1 19.0 18.4 3.7 14.3 21.4 14.9 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 N 188 43 19 126 49 63 76 27 21 56 74 ** *** *** 1 2-3 4 51.9 76.3 23.1 45.2 30.0 37.8 73.3 75.0 35.4 48.1 23.7 76.9 54.8 70.0 62.2 26.7 25.0 64.6 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 N 135 38 13 84 30 45 60 56 79 *p<.05 ** p<.01 ***p<.001 62.944 74.352 3 TA 7 TA TA 4 7 16

2012 205 12 3 1 2 1 2 1 2 TA

206 44 2011 1999 1999 7 20114 4

2012 207 5 75.0 1999 1 1979 2002 2 1977 233 2002 1992 32012 419991999 2 3

208 44 52.4314 /599 1999 1-4 51999 12 3 4 4 2011 3 2 4 199930.2 2010 2012 2003 1997 2003 44-59 2004 2012 34 134-38 1999 1976 2006 1979 1992 1995 2005829-52

2012 209 20112 25 2004 25 302010 30 2001http:// www.niad.ac.jp/n_shuppan/kokuritsu/index.html 2012 9 10 1999 200425 25 356-361 1995 1991 1994 17 177-88 2003 105-119 2002 661-80 200510 14-16 (C)(2) 2006 1421-28 2008 575-97 2012 34 139-42

210 44 Trends in the Purpose, Organization and Staffing of Liberal and General Education: Perspectives from the 2011 National Survey of Liberal and General Education Chief Operating Officers Kana YOSHIDA Based on a national survey, this study highlights the trends in liberal and general education curriculum in Japan following the reform of Standards for Establishment of Universities in 1991. Although there was a dramatic change in the number of credits in liberal and general education required for the baccalaureate degree between 1991-1999, survey results suggested that the situation stabilized in the first decade of the twenty-first century. Survey results also suggested that the educational purposes of liberal and general education for first-year students focused on helping students transition to college life and acquire learning skills. Subsequently, the liberal education component focused generally on developing a student s perspective on the world and approach to the good life while the English education component focused on promoting reading comprehension ability. In liberal and general education as a whole, the stress was on basic abilities as a member of society and formation of one s character. To what extent were the purposes of liberal and general education attained? The data suggest that although health education and information education were perceived as highly success in attaining their goals, there was less perceived success in attaining second language education and traditional liberal education goals. An examination of the form of organization for operating liberal and general education showed that although the commission system is the most common form, the center/organization system is the most popular in national universities. The most common problem is the difficulty of coordination between faculties especially in the large universities. The second is the balance of teaching load for liberal and general education. Finally, this study examined trends in budget and staffing for liberal and general education. In many universities, while budget, number of faculty and support staffs have decreased, the number of classes per faculty, the number of part time lecturers and number of classes have increased. Each university faces distinctive challenges depending on their organization, number of faculties and scale. Associate Professor, Headquarters for Liberal Arts Education, Hiroshima University