五つの基本テーマを用いた地理の教授-学習活動 : 合衆国『地理教育ガイドライン』の成果に学ぶ
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概要
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The five fundamental themes represent neither a new geography nor a new approach to geography. These themes were developed substantially in order to offer the conceptual frameworks which teachers of geography could use easily in their classrooms. But they should not teach these themes separately, as different, mutually exclusive topics. Furthermore, it can be insisted that the knowledge of location and place logically precedes the learning of relationships within places, movement, and regions, which is not always the best way to teach geography. It is also possible that geographic classes or courses start with regions or movement, and follow with location, place, or relationships within places. Integrating all the five fundamental themes, other approach starts with another complicated concept such as global interdependence. Not only each theme but also the five fundamental themes as the whole make it possible for teachers to apply on various levels, from local, to statewide, to national, to international, to global. The five fundamental themes should be extended rather than restricted in their applications. The five themes are not a end but a means for teaching. Teachers should not teach these themes but utilize them so as to teach geography. The five themes are a strong tool to organize teaching-learnig activities in geography classes. If these themes are used appropriately, they can be effective means to improve and enrich the quality of geographic education.
- 日本教育方法学会の論文
- 1997-03-31
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