A Comprehensive Research of Theory and Practice of Development and Organization of Instructional Materials Focusing Local Subjectmatters and Local Materials.

本研究计画旨在发展一套以地方事务和材料为重点，组织有意义的教学材料的理论，以振兴社会科教育。为达到这一目的，我们主要开展了以下三个方面的研究活动：（1）对战后日本社会科教育史上出现的理论与实践进行地方性的重新评价。我们选取了三位典型的社会科教育家柳田国雄、若狭仓之助和安井登雄，他们都主张在社会科教育中使用地方性材料和材料，并从“范式“和“学习者的意义观”的角度讨论了评价这些理论和实践的必要性。（2）回顾了美国教育研究中关于质的方法的争论，因为我们认为用质的方法重新评价社会科教育的理论和实践是非常重要的。通过对质的研究方法争论的回顾，我们认识到教育研究范式的重要性，以及我们在日本学校情况下进行质的实地考察的必要性。(3)尝试一些学校或课堂调查，使用一种定性的实地调查方法。我们尝试发展了一种简易的田野调查方法，并在一些学校进行了应用。由于我们的实地考察和参与观察，我们提出了一些教育批评。这些批评集中在“学校或教室里到底发生了什么“以及儿童真正意义的重要性上，而这些在一般的实证主义教育研究中是被忽视的。

This research project aims to develop a theory of organizing meaningful instructional materials focusing local matters and materials in order to revitalize the social studies education. To attain the aim, we worked for three branches of research activities as follows:(1) Reappraising those theories and practices with the view of locality which appeared in the social studies education history in Japan after the World War II. We select-ed three typical social studies educators,Kunio Yanagita,Kuranosuke Wakasa,and Tosio Yasui,who claimed the importance of local matters and materials in the social studies education,and discussed the need to evaluate those theories and practices in terms of the concept of "paradigm"and"meaning-perspectives of the learner."(2) Reviewing the controversies about the qualitative approaches to educational research in the United States,because we just thought that it was very important to use the qualitative methods to reappraise the theories and practices of the social studies education. Having reviewed the controversies on the qualitative methods,we realize the importance of the paradigms underlying educational researches,and the need for us to do some qualitative fieldworks in the situations of Japanese schools.(3) Trying some school or classroom surveys using a kind of qualitative fieldwork methods. We tried to develop a kind of simmplified methods of fieldwork and applied them in some schools. As a result of our fieldworks and participant observations,we presented some educational criticism. Those criticism focused on"What is happening, really,in a school or classroom,"and the importance of meanings kids really make, most of which had been ignored in the ordinary positivistic educational researches.