地理的課題研究のための地理教育 : 1970年代イギリス地理教育改革の成果と課題
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The purpose of this paper is firstly to clarify what kind of cognition did the pupils form under the 1970s' reforming of secondary geographical education in United Kingdom, which aimed to make theory and generalization by analysing regions under the influence of quantitative revolution in academic geography, and secondly to clarify what problems are remained. In order to achieve this purpose the author tries to analyze the curriculum and instruction of Oxford Geography Project edited by John Rolfe et.al. The results of analysis are as follows : 1) The reform in 1970's aimed for pupils to make perspectives toward society. Geographical curriculum focused on mainly geographical issues, and pupil tried hypothesis-testing in order to find a theory which applies not only to a certain area but to everywhere. The topics of Physical geography were not focused on directly, because they were shown partly to contribute to social cognitives. 2) Most of the hypothesis and theories studied thorough analysing a certain region in the project consisted of perspectives toward society, in that they could adapt to another region. But they could work by not explaining social objectives, for example, political, economical and cultural phenomena, but explaining geographical objective adapted only to geographical studies. Post-1970's reform of geographical education had to change syllabus for pupils to make some knowledges about society broadly and to make a contribution to grow their citizenship.
- 岐阜工業高等専門学校の論文
- 2007-03-01
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関連論文
- 地理的課題研究のための地理教育 : 1970年代イギリス地理教育改革の成果と課題
- 地理授業を基盤とした総合的な学習への発展 : イギリス地理教科書"Developing World Geography"の単元構成の検討