Case Studies of History Teaching in Japanese Junior High Schools and English Comprehensive Secondary Schools
Case Studies of History Teaching in Japanese Junior High Schools and English Comprehensive Secondary Schools
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日本初中、英语综合中学历史教学案例研究
DOI：
10.1080/0305792950250308
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发表时间：
1995
期刊：
影响因子：
1.8
通讯作者：
R. Matthews
中科院分区：
文献类型：
--
作者：
M. Booth;Masayuki Sato;R. Matthews
日本的学校一直被奉为西方的榜样；特别是，日本学生在数学和科学领域的成就与美国或欧洲学生的成就形成对比，这被誉为该系统成功的证据（Lynn, 1988）。作为历史教育者，我们对在历史领域内进行比较越来越感兴趣。这方面的研究很少。欧洲和日本的研究人员都对日本历史教科书的内容进行了研究（Jeismann & Hilliers, 1982; Sato, 1993）；日本历史教师对教科书的依赖程度很高，通过对教科书的分析，可以看出历史课程的内容。Barth对日本和美国课堂上关于二战的教学进行了比较研究（Barth, 1991）；Mizoue和他还对美国、埃及、尼日利亚和日本的教师对社会研究课程的态度和理解进行了调查，并通过lickert式问卷收集了他们的数据（Barth & Mizoue, 1991）。但这些分析和问卷调查关注的是教师，而不是学生；我们很少被告知这样的内容强调和态度是如何在课堂和学生学习方面兑现的。因此，我们想调查日本和英国历史课堂的现实，绘制出教师对历史在课程中的地位和目的的概念，以及他们的教学方法，并调查学生的历史知识、理解、技能和态度。我们假设日本的历史教师对历史教学的目的和目标有明确的想法——他们将主要关注内容、覆盖范围和年代，他们的教学方法将是说教式的；我们觉得，英语老师会强调历史证据来源的使用，以及历史话语的可争议性和不确定性。他们的课程将以学生为中心，广泛使用一系列历史资料。日本学生对历史信息和年表掌握得很好，但不太擅长展示必要的技能
Japan's schools have been held up as a model for the West; in particular, the achievement of Japanese school students in contrast to that of American or European in the fields of mathematics and science has been heralded as proof of the system's success (Lynn, 1988). As history educators, we became increasingly interested in making the comparison within the field of history. Research in this subject area has been slight. There has been work on the content of Japanese history textbooks by both European and Japanese researchers (Jeismann & Hilliers, 1982; Sato, 1993); Japanese history teachers rely heavily on the textbook for their teaching and such textbook analyses can indicate the content of history lessons. Barth has made a comparative study of teaching about the Second World War in Japanese and US classrooms (Barth, 1991); Mizoue and he have also undertaken a survey of teachers' attitudes and understandings of the social studies curriculum in the US, Egypt, Nigeria and Japan, collecting their data through a Lickert-type questionnaire (Barth & Mizoue, 1991). But these analyses and questionnaire surveys focus on the teacher, not the student; we are told little about how such content emphasis and attitudes cash out in terms of the classroom and student learning. We wanted therefore to investigate the reality of history classrooms in Japan and England, mapping the teachers' conceptions of the place and purpose of history in the curriculum and their teaching methods, and investigating the historical knowledge, understanding, skills and attitudes of their students. We hypothesised that Japanese history teachers would have clear-cut ideas about the aims and objectives of teaching history—that they would be concerned primarily with content, coverage and chronology and that their teaching methods would be didactic; English teachers, we felt, would stress the use of historical sources of evidence and the debatable, uncertain nature of historical discourse. Their lessons would be student-centred with extensive use of a range of historical sources. Japanese students would have an excellent grasp of historical information and chronology but be less good at demonstrating the skills needed for