『学習指導要領社会科編I (試案)』における「考え方」の意味 : ヴァージニア・プランとの比較を手がかりとして

概要

論文の詳細を見る
How to promote a child's ability to think is one of the most important problems in elementary school social studies. But this problem has not been fully resolved since Japanese Social Studies was introduced. This paper aims to explain why this situation has occurred through a comparison of the first Japanese Course of Study for Social Studies in elementary schools with the Course of Study for Virginia elementary schools. Via such a comparison, many differences between views of education can be highlighted. In the Japanese Course of Study, a child's ability to think is assumed to be naturally developed by problem-solving study. The educational aim of an appreciation of democracy is not clear, and critical thinking skills are hardly mentioned. On the other hand, in the Course of Study for Virginia schools, the aims of education are very clear. Desirable attitudes, abilities and understandings are enumerated in detail as democratic ideals. A child's ability to think is considered as critical thinking skills and these skills are enumerated concretely. In conclusion, we can not help but say that social studies in Japan began without having a strategy for the promotion of critical thinking that is important for the achievement of democracy.
昭和女子大学の論文
2005-09-01