中国中等教育における日本語教科書の政策と現況

Abstract

Since the founding of the People’s Republic of China, the publication of textbooks has seen three phases: the phase when textbooks were produced by the government, the first phase of governmental censorship, and the second phase (or the finer phase) of governmental censorship. Along with the perfection of the governmental censorship system, the diversification of textbooks was realized, and the era of “one curriculum and one set of textbooks” came to an end. Beginning from 2000, the Committee of Textbook Selection, made up mainly of leaders from educational administrative departments, education instructor, teachers and parents, tried to select appropriate textbooks from various perspectives. And beginning from the same year, the curriculum reform of primary education started. The Japanese Curriculum Standards for Full-time Compulsory Education (Experimental draft) (2001) and The Japanese Curriculum Standards for General Senior Secondary Schools (2003) were released in the context of heated discussion about theory of curriculum and instruction. The two standards specify explicitly that Japanese language teaching is an activity that involves both the teacher and the student, and the ultimate objective of Japanese curriculum is to develop the comprehensive performance of students at the following five perspectives: language knowledge, language skills, cultural literacy, learning strategy and emotional attitudes. Thus the compilation of the new set of Japanese textbooks is initiated as a result.