Outline of the event
The 12th High School-University Collaborative Education Forum
University entrance examinations are deeply linked to a country's school system and social structure. In Japan, the premise of the scholastic ability test is that a nationwide curriculum is established, and it is obligatory that the exam questions appear for the first time and that they be published after the fact. However, these are also unique to Japan from a global perspective. In the current reform of entrance examinations, the implementation of common examinations multiple times, graded evaluation, the introduction of IRT (Item Response Theory), and the use of computers are also on the agenda. Including these issues, I would like to consider the realistic possibility of the "achievement level test (tentative name)".
| Schedule | Friday, December 5, 2014 9:30~17:15 | |
| Venue | Campus Plaza Kyoto | |
| Theme | High School-University Connection and Academic Ability Formation: Thinking about the Achievement Test (tentative name) | |
| Organizer | Kyoto High School Collaborative Research Council (Kyoto Prefectural Board of Education/Kyoto City Board of Education/Kyoto Prefectural Federation of Private Junior and Senior High Schools/Kyoto Chamber of Commerce and Industry/University Consortium Kyoto) | |
| Quorum | Keynote Report, Special Lecture, and Case Studies | 200 (first-come, first-served basis) |
| Breakout Session 1.2.3.4 | 30 people each (first-come, first-served basis) | |
| Acceptance of applications | October 7, 2014 (Tue) 12:00 ~ November 21, 2014 (Fri) 17:00 | |
| Attendance fee | High schools and universities in Kyoto Prefecture | ¥1,000 |
| Those other than the above (including corporate participants in Kyoto Prefecture) | 2,000 yen | |
12th High School-University Collaboration Forum Leaflet
(Part 1) 9:30~14:45 Keynote Report, Special Lecture, Case Studies
| Opening Remarks 9:30~9:35 |
Satoshi Kitamura (Chairman, Kyoto High School Collaborative Research Council / Principal, Kyoto Gaitai Nishi High School) | |
| Keynote Report 9:35~9:45 |
Hiroyuki Nakamura (University Consortium Kyoto High School Collaboration Office / Professor, Faculty of Clinical Psychology, Kyoto Bunkyo University) | |
| Special Lecture 9:45~10:35 |
"Can the Japan Culture of University Entrance Examinations Be Changed?: Considering the Achievement Test (Tentative Name)" Presenter: Katsuhiro Arai (Deputy Director, University Entrance Examination Center) Moderator: Yowako Yamamoto (Associate Professor, Kyoto High School Collaboration Promotion Office/Kyoto Institute of Technology, Admission Center) |
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| Case Studies 10:45~12:15 | ■Osaka Prefectural Education Center Senior High School Theme: Osaka Prefectural Education Center Senior High School "Inquiry Navi" Practice – A new "learning" begins here. – Presenter: Rika Onchi (Vice Principal, Osaka Prefectural Education Center High School) Presenter: Satoshi Yamamoto (Principal and Chief of the Department of Inquiry, Osaka Prefectural Education Center High School) |
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| Our school is adjacent to the Osaka Prefectural Education Center, which is the base for academic research in Osaka Prefecture, and practices education that integrates its research and training functions. In this forum, we will report on the practice of "Inquiry Navi", a pillar of our educational activities. Under the themes of "connecting with people" in the first year, "connecting with society" in the second year, and "opening up the future" in the third year, the students develop "human resources who can carve out their own paths" through activities that foster ideas and cooperation, such as "theater creation," and community development activities such as "Abiko Exploration." | ||
| ■Takasaki University of Economics Theme: High School of Economics + Takakei "High School-University Collaboration Seminar"-Interactive High School-University Collaboration Reporter: Shuichi Yano (Professor, Takasaki University of Economics / Advisor, Takasaki University of Economics High School) |
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| The High School-University Collaborative Seminar is a group study program that specifically focuses on research on the overseas strategies of Japan companies. After repeated presentations and discussions, he will visit the Tokyo head office for interviews. High school students not only acquire knowledge and presentation skills, but also find role models for university students who play the role of tutors and business people who are working hard at the forefront of the economy. Through the encounter place called a collaboration seminar, they reaffirm the meaning of "learning" and become independent in choosing their career path. University students also learn through teaching. As a result, it is also a dry run for job hunting. | ||
| ■Kyoto Institute of Technology Theme: Kyoto Institute of Technology "da Vinci Entrance Examination" – What and how to measure with the test? – Presenter: Hiroshi Uchimura (Director, Kyoto High School Collaboration Promotion Office, University Consortium / Professor, Kyoto Institute of Technology, Admission Center) |
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| The academic abilities required in the coming era are as follows. (1) Incorporate new knowledge into the network of knowledge already learned. (2) Rather than memorizing a single correct answer, it is necessary to utilize and express knowledge. (3) Communication skills to learn from each other are also important! In this presentation, I will describe the theoretical background of the above thinking, and then introduce the da Vinci Entrance Examination as an example of an examination designed to measure such academic ability. |
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| Moderator: Yowako Yamamoto (Kyoto High School Collaboration Office, University Consortium / Associate Professor, Kyoto Institute of Technology, Admission Center) | ||
| 【Break】12:15~13:15 | ||
| Discussion 13:15~14:45 |
Coordinator: Hiroshi Kuramoto (University Consortium Kyoto High School Collaboration Promotion Office / Lecturer, Ritsumeikan University, Faculty of Science and Engineering) | |
(Part 2)15:15~17:15 Breakout Session
| Subcommittee 1 [Expression Techniques] |
Theme: Practical Presentation of Label Work as Class Reflection 1: Joji Nakaji (Teacher, Keio Shiki High School) Presenter 2: Shin Hasegawa (Associate Professor, Faculty of Commerce, Kansai University) Coordinator: Yoichi Tsutsui (University Consortium Kyoto High School Collaboration Promotion Office / Professor, Faculty of Humanities, Kyoto Seika University) |
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| Until now, teachers have mainly taught students knowledge and correct answers. However, as a result of intensified social changes and the obsolescence of knowledge, the significance of knowledge accumulation itself has diminished, and it is no longer possible to respond when faced with a problem for which there is no correct answer. Therefore, what is desired in the future is education (class reflection) in which students themselves are aware of how much they have understood. Reflection confirms the processes of the past and creates guidance for the future. Speakers have long introduced label work into their classes as a method of visualizing reflection. In order for participants to be able to introduce it into the class, the lecturer will focus on practical work. | ||
| Subcommittee 2 [Mathematics] |
Theme: Introduction of teaching materials incorporating mathematical activities through high school-university collaboration and practical reportPresenter 1: Kazuma Matsuda (Teacher, Kyoto Prefectural Nanyo High School)Presenter 2: Takeshi Fukao (Associate Professor, Faculty of Education, Kyoto University of Education) Coordinator: Hidefumi Toyama (Supervisor, High School Education Division, Leadership Department, Kyoto Prefectural Agency of Education) |
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| Regarding the "mathematical activities" emphasized in the new Course of Study, many textbooks have newly established "task learning," but many parts are still left to the discretion of teachers. As a definition of mathematical activity, the Course of Study states, "To identify problems, to formulate a concept, consider and process to solve them, and to consider and develop the significance of the results obtained by looking back on the process," "To relate the learned content to daily life and use it to consider specific events," and "To express one's own ideas mathematically and clarify the grounds to explain and discuss" While reviewing the learning contents already learned, we will introduce the teaching materials and practice reports that are centered on these activities. In particular, it is noteworthy that by incorporating predictive activities, students can realize the usefulness of mathematics and deepen their understanding of the connection between mathematics and science. In this subcommittee, we would like to discuss the further possibilities of "mathematical activities" from the practical report. | ||
| Session 3 (English) |
Theme: Guidance and evaluation aimed at fostering English communication skills with an emphasis on communication skillsPresenter 1: Yuko Kunimatsu (Teacher, Kyoto Municipal Saikyo High School)Presenter 2: Emiko Izumi (Professor, Faculty of Education, Kyoto University of Education)Coordinator: Yoko Tayama (Supervisor, School Guidance Division, Guidance Department, Kyoto City Board of Education) |
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| At Kyoto Municipal Saikyo High School, in order to promote the improvement of practical English skills that can be used in the real world, we have been working to develop outgoing communication skills by providing abundant opportunities for speeches, presentations, discussions, debates, etc. in school-set subjects. Since last year, we have been working on activities and performance evaluations aimed at comprehensive development of the four skills in Communication English I and II. In order to develop global citizens who can contribute and play an active role in global society, the university provides guidance and evaluation aimed at developing communication skills. Students aim to acquire usable English through summarizing, discussion, and presentation by internalizing language by reading aloud and shadowing from reading and listening to current events. Through the efforts of high school and university, we will consider guidance and evaluation for the development of outgoing communication skills from the perspective of high school-university connection. | ||
| Subcommittee 4 [Science] |
Theme: Science Initiatives at Ryukoku University Heian High School through High School-University Collaboration 1: Kazuya Nakajima (Teacher, Heian High School, Ryukoku University) Presenter 2: Manabu Fujiwara (Professor, Faculty of Science and Engineering, Ryukoku University) Coordinator: Hisao Hayashi (Professor, Faculty of Science and Engineering, Ryukoku University / Director, Ryukoku University High School-University Collaboration Promotion Office) |
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| In the course for students who wish to enroll in the Faculty of Science and Engineering of Ryukoku University using the A method of the entrance examination recommended by the affiliated school, we are working on two science-related projects in cooperation with the university in the third year of high school, and we will report on this. The first is a class called "Science and Mathematics Research (Science)" in the regular curriculum. The main contents are two-hour continuous experimental classes on physics and chemistry and submission of reports, research presentation presentations by students (one theme from experiments), and special classes by university faculty members (one person). The other is the "Scientific Book Report" of the extracurricular program. This will be done three times, but especially the second time, you will go to the university's open campus, receive direct guidance from university faculty members (5 people) in Man-to-Man, and participate in the laboratory open to the public of the Faculty of Science and Technology. Through these activities, students are not limited to studying for entrance exams, but are able to acquire the basic knowledge and skills of physics and chemistry necessary for high school years, develop the scientific thinking and expressive skills necessary after entering university, and arouse interest and motivation in specialized fields. | ||
Application
Application acceptance: October 7, 2014 (Tue) 12:00 ~ November 21, 2014 (Fri) 17:00
* If you do not set the cookies of your browser to "Enabled", you may not be able to apply.
* Each subcommittee has a capacity, so it cannot be changed after the application procedure is completed.
* If you want to participate, please apply. Registration is not available on the day of the event.
Implementation Report
Approximately 200 people, including high school and university faculty members, participated in the event.
In Part 1, Deputy Director Arai of the University Entrance Examination Center gave a lecture on the background and various issues of the current university entrance examination reform, and then high schools and universities that are practicing new "learning" reported on the implementation status. After a break, there was a question-and-answer session and discussion with comment papers from the floor. In particular, during the discussion, Mr. Katsumi Arase (temporary member of the Special Subcommittee on High School-University Connections of the Central Council of Education) and Deputy Director Arai actively discussed the draft report of the Central Education Council, and it was an opportunity to deepen their knowledge of the significance and background of the new university entrance examination system.
In the second part, the participants were divided into four subcommittees, each of which featured case studies from high schools and universities, followed by group exchanges of opinions and information sharing.
The 13th High School-University Collaborative Education Forum will also be held with a full range of content, so we look forward to your participation.
The 12th High School-University Collaborative Education Forum
Click here for resumes, collection of materials, and PowerPoint data of the day.
| Part 1 | Keynote Report | Reporting materials | |
| Special Lecture | Can the Japan culture of university entrance examinations be changed? -Considering the achievement level test (tentative name)― |
Presentation materials | |
| Practical examples | Osaka Prefectural Education Center Senior High School "Inquiry Navi" Practice ―A new "learning" begins here. ― |
Reporting materials | |
| Report 2 | |||
| High School University + High School Collaboration Seminar ―An Attempt at Interactive High School-University Collaboration |
Reporting materials | ||
| Report 2 | |||
| Kyoto Institute of Technology "Da Vinci Entrance Examination" ―What and how to measure with the test? ― |
Reporting materials | ||
| Report 2 | |||
| Discussion | data | ||
| Part 2 | Subcommittee 1 | 【Expression Technique】Practice of label work as class reflection | Presentation material 1 |
| Report 2 | |||
| Report 3 | |||
| Subcommittee 2 | 【Mathematics】Introduction of teaching materials and practical reports incorporating mathematical activities through high school-university collaboration | Presentation material 1 | |
| Report 2 | |||
| Report 3 | |||
| Report 4 | |||
| Subcommittee 3 | 【English】Guidance and evaluation aimed at fostering English communication skills with an emphasis on communication skills | Presentation material 1 | |
| Report 2 | |||
| Report 3 | |||
| Subcommittee 4 | 【Science】Science Initiatives at Heian High School Attached to Ryukoku University through High School-University Collaboration | Presentation material 1 | |
| Report 2 |
