What classes are there in primary schools in Japan? Or send me the class schedule! ! ! ! ! ! !

The educational curriculum of Japanese primary schools consists of three parts: discipline, morality and special activities. Teaching subjects include Mandarin, Social Studies, Mathematics, Science, Music, Pictures, Home Economics and Physical Education.

Here is some information about Japanese education. I hope it works for you.

Although I don't like the Japanese, there is no denying that their education is much more successful than ours.

The current educational system in Japan

I. Educational administrative system

The principles and characteristics of the current educational management system in Japan are determined by the Constitution and the Basic Law on Education. The Constitution declares that education is the people's right, and stipulates that the educational administrative system should be constructed according to the principles of democratic politics and local autonomy. Japan's educational administration belongs to the cooperation between central power and local power, and establishes a management system at the central and local levels, and implements a decentralized system under the guidance of the central government in the relationship between the central and local governments.

1. Central Education Administration

At present, the central education administrative department in Japan is the Ministry of Education, which is a part of the Japanese Cabinet, and its top leader is the Minister of Education. The Minister of Education and the Ministry of Education are the central leadership and administrative organs responsible for education management. The functions and powers of the Ministry of Education stipulated by law are mainly:

(1) Carry out investigation and study, and make plans for the development of education, academic and cultural undertakings.

(2) to formulate standards for facilities, equipment, staffing, organization and educational content of schools and educational institutions at all levels.

(3) Providing guidance and suggestions to local education committees, local administrative organs, universities and other educational, cultural and scientific institutions.

(4) Administering universities and other educational, scientific and cultural institutions established by the Ministry of Education, Culture, Sports, Science and Technology, appointing directors of education or heads of counties and important cities, and examining and approving textbooks for primary and secondary schools.

(five) to give financial subsidies to local education and other educational, cultural and scientific research institutions.

2. Local education management

According to the law, local education is managed by local public organizations. Japan's local public organizations are divided into two levels, namely prefectures and cities, towns and villages. The executive body of education is the Board of Education, and the Chief Executive is the Minister of Education. Local universities and other institutions of higher education as well as private schools are managed by local governments. The main duty of the Education Committee is to develop basic education, and it is responsible for the schools under its jurisdiction in terms of personnel, funds, facilities and equipment, education and teaching, curriculum content and teachers' continuing education.

The appointment of mayors of education in cities, towns and villages must be approved by prefectural education committees, and the appointment of mayors of education in prefectures and counties must be approved by the Minister of Education.

Second, the academic structure

Japan's post-war education reform established a "six-three-four system" school education system. The School Education Law stipulates that "the so-called schools refer to primary schools, junior middle schools, senior middle schools, universities, higher specialized schools, schools for the blind, schools for the deaf, nursing schools and kindergartens."

Three. All forms of education at all levels

1. Preschool education

There are two kinds of pre-school education institutions in Japan: one is kindergarten, which is an integral part of the school education system, enrolling children aged 3-6, and is led by the Ministry of Education, Culture, Sports and Sports; The other is a nursing home, which belongs to a welfare institution and recruits children from birth to 6 years old. It is headed by the Ministry of Health and Welfare.

The School Education Law stipulates that the educational objectives of kindergartens are:

(1) Cultivate the daily habits needed for a healthy, safe and happy life, so that all functions of the body can develop harmoniously.

(2) Let children experience the collective life of kindergarten, and cultivate children to enjoy the collective life and the spirit of unity, autonomy and self-discipline.

(3) Cultivate children to correctly understand and treat the budding concept of social life phenomena around them.

(4) Guide children to use language correctly and cultivate their interest in fairy tales and cartoons.

(5) Cultivate children's interest in creative expression through music, games and comic books.

The content of kindergarten education is divided into five aspects: health, interpersonal relationship, environment, language and performance.

2. Primary education

Japan's primary education institutions are single six-year primary schools. Children enter school at the age of 6 and graduate at the age of 12, which belongs to the compulsory education stage. The new school year begins in April, and most primary schools adopt a three-semester system, with summer vacation, winter vacation and spring break between the three semesters.

The purpose of primary education in Japan is to adapt to children's physical and mental development and implement general education in primary schools. Educational objectives:

(1) Based on the experience of social life inside and outside the school. Make students correctly understand the relationship between people and cultivate the spirit of cooperation, autonomy and self-discipline.

(2) Guide students to correctly understand the present situation and traditions of the country and the nation, and then cultivate the spirit of international cooperation.

(3) Make students have the basic knowledge of clothing, food, housing and transportation necessary for daily life and master basic skills.

(4) To enable students to correctly understand the national language necessary for daily life and form the ability to use the language.

(5) Make students correctly understand the quantitative relations necessary for daily life and form the ability to deal with quantitative relations.

(6) Cultivate students' ability to observe and deal with natural phenomena scientifically in daily life.

(7) Cultivate students' habits necessary for a healthy, safe and happy life, and strive to make students develop in harmony.

(8) Make students know about music, art, literature and art that can make their life bright and rich, and form corresponding skills.

The curriculum of primary education consists of three parts: discipline, morality and special activities. Teaching subjects include Putonghua, Social Studies, Mathematics, Science, Music, Painting, Home Economics and Physical Education, and the Ministry of Education has detailed and specific regulations on these subjects. The contents of moral education in primary schools include:

(1) myself.

(2) Understand others.

(3) Understand nature and have noble sentiments.

(4) the relationship between oneself and the group and society. The purpose of moral education is to cultivate students to respect others, cherish life, strive to create a democratic society and develop the country, and make contributions to promoting international peace. Special activities refer to various activities organized by classes, grades and schools.

3. Secondary education

Secondary education in Japan is divided into two stages: junior high school and senior high school, and junior high school is the completion stage of compulsory education.

(1) junior high school. According to the School Education Law, junior middle schools implement secondary general education on the basis of primary education to adapt to students' physical and mental development, with three objectives: to cultivate students' qualifications to become members of the state and society; Teach the basic professional knowledge and skills needed by the society, cultivate the labor attitude and the ability to choose a way out according to personality; Promote social activities inside and outside the school, correctly guide students' emotions and cultivate the ability of notarization and judgment. The academic system is three years.

The content of education includes various subjects, courses, ethics and special activities. The teaching content includes compulsory courses and elective courses. Compulsory courses include eight courses, including Mandarin, Social Studies, Mathematics, Science, Music, Fine Arts, Health Sports, Science and Technology, and Family. The types of elective courses are mainly foreign languages in the first academic year, and music, art, health sports, science and technology and family, and foreign languages in the second academic year. In the third academic year, in addition to eight compulsory courses, there are also foreign languages.

(2) senior middle schools. According to the School Education Law, senior high schools aim to implement advanced general education and special education on the basis of junior high school education, and achieve three goals: to further develop and expand the achievements of junior high school education, and to cultivate students' necessary qualities to become builders of the country and society; Enable students to consciously choose the future according to social needs and personal characteristics, improve the level of general education and master professional skills; Form a deep understanding of society and a sound critical ability, and form a personality.

There are many types of three-year academic system in high school. Usually, it is divided into three categories according to disciplines: general category, vocational category and comprehensive category. According to teaching methods, it is divided into three forms: full-time, regular system and correspondence.

The content of high school education is also composed of various disciplines, ethics and special activities. Set up compulsory courses and elective courses and implement the credit system. Graduation requires 80 credits. General courses include Putonghua, Geographical Citizenship, Mathematics, Science, Healthy Sports, Art, Foreign Languages and Family. In order to adapt to the changes of science and technology and society, all subjects have set up related "subject research" courses to improve students' ability to solve practical problems.

4. Vocational and technical education

195 1 year, Japan enacted the Industrial Education Revitalization Law, which stipulates that industrial education is the basis for developing industrial economy and improving national life. Through industrial education, we can establish correct labor beliefs, impart industrial technology, and cultivate promising citizens who have the ability to contribute to economic self-reliance. Local social organizations and enterprises are encouraged to develop vocational and technical education, and the state is required to adopt a financial subsidy policy in this regard.

Vocational and technical education plays an important role in Japanese school education, which has cultivated a large number of excellent technical talents and skilled labor force and promoted the rapid development of Japanese economy. In Japan, except kindergartens and primary schools, all kinds of schools at all levels offer vocational and technical subjects to educate students in vocational and technical aspects. Japan has formed a multi-level and multi-type relatively complete vocational and technical education network, including several major types of vocational and technical education run by schools, enterprises and society; There are pre-service education, on-the-job education and post-transfer education, which are flexible, complementary and mutually reinforcing at different levels and for different lengths of time.

In Japan, there are mainly junior high schools, senior high schools, "various schools", junior colleges, junior colleges and short-term universities. The goal of junior high school vocational and technical education is to "cultivate students with certain basic knowledge and skills of social occupation, good working attitude and the ability to choose the future road according to their own personality"; The goal of senior high school vocational and technical education is to cultivate students' awareness of fulfilling social mission, so that they can decide their future path according to their own personality, improve their general education level and master some special skills.

"All kinds of schools" is the general name of all kinds of vocational and technical schools that implement similar school education. They mainly recruit high school graduates, but also students from other schools and the public.

College is a new vocational education institution established by 1976. Most of them are private, upgraded and reorganized from "various schools" and developed rapidly. Colleges can be divided into three types: colleges that offer high school courses (high school level, which can grant graduates high school graduation qualifications), colleges that offer specialized courses to recruit high school graduates (higher education, which occupies a major position in colleges and can grant short-term college graduates the same qualifications), and ordinary colleges that offer ordinary courses (free admission is a typical place for lifelong education).

Institutions that implement higher vocational education in Japan include higher specialized schools, junior colleges and short-term universities.

In addition, the education of enterprise employees plays an important role in Japanese vocational and technical education. The so-called enterprise vocational and technical education refers to the long-term education and training of employees from employment to retirement. In addition to professional and technical education and skills training, it also includes management education, education to improve working ability and quality education as employees of enterprises.

5. Higher education

Higher education in Japan has formed a multi-level and multi-type structure. According to the different sources of funds, it can be divided into three categories: state, public and private. From the academic level, Japan's higher education has a three-level structure:

The first-level structure is short-term universities and higher specialized schools. The purpose is to develop higher vocational education and cultivate practical life ability.

The second level structure is a four-year university, including comprehensive universities, multi-disciplinary universities and single-disciplinary universities.

The third level structure is the graduate school, which includes research departments and graduate universities. Its purpose is to "teach and study academic theories and applications, explore their meanings, and promote cultural development".

Teaching in Japanese universities takes two forms: discipline system and lecture system. The so-called subject system is to set up courses according to necessary subjects and arrange teachers to attend classes; The lecture system is to set up a certain professional lecture in the same major according to the professional setting, and arrange teachers according to the lecture content.

Japanese universities have a tradition of scientific research, and their main tasks are to engage in basic theoretical research, attach importance to the combination of scientific research and teaching as much as possible, pay attention to cooperation, carry out joint research, and especially emphasize the service for industry, trying to establish a "trinity of politics, production and learning" scientific research system, concentrate the scientific research forces of the government, enterprises and universities to jointly tackle key problems, carry out creative research, cultivate high-level pioneering talents, and promote the transformation of universities from imitative research to creative research.

6. Normal education

After World War II, Japan transformed closed normal education into open normal education. According to the provisions of the Education Staff License Law, ordinary university graduates can obtain a teacher's license after completing the required credits.

The curriculum of teacher formative education in Japan has a national benchmark, which is generally stipulated by national laws, Ministry of Education, Ministry of Education, provincial decrees and notices. 1988, the newly revised "Licensing Law for Educational Staff" stipulates that the curriculum of teachers' formative education should include general education subjects, specialized subjects and educational professional subjects.

In Japan, becoming a primary and secondary school teacher generally has to go through three examinations and assessments: the first one is to submit a graduation thesis when graduating from college, the second one is to get a teacher's license issued by the county education commission, and the third one is to take the teacher appointment examination organized by the county education commission. The appointment of teachers in public schools is mainly the responsibility of prefectural education committees. In addition to education and professional written examination, teachers' appointment and selection examination held in prefectures and counties also adopts various methods, such as interview, skill test and physical fitness test, composition and thesis, adaptability check, interest group activities, social service experience and educational practice results.