旧制中等学校の科学教科書著作者の分析

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概要

• 論文の詳細を見る

• This paper explores who were the authors of science textbooks for secondary schools under the educational system of prewar Japan, with the objective to reexamine the historical involvement of science researchers or science educationists at higher educational institutions, with science education in secondary schools. In achieving this aim, the paper investigates the occupational and educational careers of the authors of science textbooks for secondary schools. Major findings are as follows : (1) In the mid-Meiji era, it was not uncommon for secondary school teachers themselves to write science textbooks for secondary schools. It is thus suggested their teaching activities played an important part in establishing the base of Japanese science textbooks at the secondary level. (2) At the end of Meiji era, the number of secondary school teachers who wrote science textbooks was exceeded by that of the educators at higher normal schools. (3) By the second half of Taisho era, however, the educators at higher normal schools were surpassed by science researchers at imperial universities. (4) Most authors were graduates of imperial universities or higher normal schools. While their respective numbers had been in the ratio of approximately 2 : 1, the proportion of imperial university graduates increased during the Showa era. Therefore, with respect to the science education in secondary schools, although the degree of pace varied according to the type of schools, the selection and organization of educational knowledge through the writing of textbooks had gradually depended more on the staffs of higher educational institutions, especially the science researchers at imperial universities.

• 日本科学史学会の論文
• 2003-06-25

著者

• 荒川 英央

  東京大学大学院

• 荒川 英央

  東京大学大学院教育学研究科

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