アメリカ小学校社会科における統合の共通基盤と検討課題
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American elementary social studies was integrated by introducing expanding environment approach. However, this approach has been criticized from the standpoints of new social studies, global education, and history-centered approaches. However no comprehensive theory exists and it is often said that social studies tended toward loss of identity. The purpose of this article is to discuss the shared bases of these diverse approaches and to clarify the tasks of integrating elementary social studies. The author concludes that there are three bases among these approaches' criticisms of expanding environment approach. First, they could agree on the goals of social studies as the report of the National Commission on Social Studies in the Schools recommended in 1989. Second, they accepted Bruner's hypothesis on readiness. Third, they emphasized the necessity for taking advantage of the psychological characteristics of children. Finally, these critics will not succeed in integrating elementary social studies without solving the following tasks. They have to come to understand that the major objectives of social studies at each grade consist of socialization and counter-socialization. Then, it is necessary to select and distribute fundamental concepts appropriately from history, geography, and social sciences. Next, though higher order thinking is believed to be the keystone of counter-socialization, no one exactly knows what it is and how to teach it. The last task is that they have to present an alternative social studies at the early grades. As an alternative, it seems that teaching thinking skills give reasonable promise than introducing narrative derived from history-centered approach.
- 日本カリキュラム学会の論文
- 1992-06-30
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- アメリカ小学校社会科における統合の共通基盤と検討課題