Appendix 1: Junior High School Curriculum Guidelines, Published by the Ministry of Education, Culture, Sports, Science and Technology (MEXT)

2020 ◽  
pp. 189-190
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Science And Technology ◽  
School Curriculum ◽  
Ministry Of Education ◽  
High School Curriculum ◽  
Sports Science ◽  
Curriculum Guidelines ◽  
Education Culture

Current Situation of Teachers of Informatics at High Schools in Japan

2018 ◽  
Vol 12 ◽  
pp. 177-185 ◽  
Author(s):  
Yasuichi NAKAYAMA ◽  
Yasushi KUNO ◽  
Ben Tsutom WADA ◽  
Hiroyasu KAKUDA ◽  
Masami HAGIYA ◽  
...  
Keyword(s):  
High School ◽  
High Schools ◽  
Science And Technology ◽  
Current Situation ◽  
Ministry Of Education ◽  
Sports Science ◽  
Scientific Approach ◽  
Curriculum Guidelines ◽  
The Subject ◽  
Education Culture

In March 2018, the Japanese Ministry of Education, Culture, Sports, Science and Technology revised the curriculum guidelines for high school, which will be applied in 2022. The subject of Informatics has been drastically changed; ‘Informatics I’ and ‘Informatics II’ have a predominantly scientific approach. This could be problematic given that a lot of ‘temporary teachers’ and ‘teachers without a proper license’ teach Informatics, and more than half of the teachers that teach Informatics are in charge of multiple subjects. So, it may be difficult to implement new curriculum in the dozens of prefectures that have few teachers who specialize in Informatics. We report on the problems our investigation revealed.

A Problem-solving Component for Junior High School Mathematics

1986 ◽  
Vol 34 (2) ◽  
pp. 14-17
Author(s):  
Roger P. Day
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Eighth Graders ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
Mind Set

While teaching junior high school mathematics at the Stavanger American School in Norway. I sensed the need to challenge the students' perceptions of mathematics. The seventh and eighth graders seemed most concerned with producing correct answers. They saw little need for questioning, evaluating, checking, and comparing. They simply wanted to be shown “how to do it.” I set out to implement a problem-solving component within the structure of the junior high school curriculum that would alter this. “right-wrong-produce an anwer” mind set. This article reports my experience and sets forth ideas that may work for you.

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