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A Study on the characteristics of the contents and methods of thematic learning in American secondary education

美国中学教育主题式学习内容与方法的特点研究

基本信息

批准号：
16530503
负责人：
TOKUOKA Keiichi
金额：
$ 2.3万
依托单位：
Kyoto University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16530503/
关键词：
education in USA secondary education thematic learning inquiry アメリカ

项目摘要

The purpose of this research is to analyse the fundamental characteristics of the contents and the methods of thematic learning in the American secondary education as a fundamental work to do theory building of thematic learning for Japanese secondary schools.First I examine the position of thematic learning in the Japanese and American secondary school subjects, and theory of thematic learning.1.Thematic learning is to have the effect which enhances student's motivation.2.The leading learning activities of thematic learning are inquiry processes, one is "guided inquiry",the other is "open inquiry".3.Inquiry process should be the important element that highly quality of thematic learning is guaranteed.Second I analysis thematic learning in the American secondary education history course.1.It can confirm that the leading learning activities of thematic learning are inquiry processes from the case as well.2.Raise the higher order thinking and your expression (historical literacy) in thematic learning.Third I examine thematic learning in the American secondary education mathematical course. Because of the delay for the revised work of the publishing company, textbooks in the necessary materials in research are analyzing it at present for the revised work of the publishing company. Research proceeds steadily though an analysis hasn't ended in perfectly yet.And I analysis thematic learning in the textbook of the American secondary education history course. Result is that 7-10 thematics are to be established, and moreover don't lean to the politics and economics, and culture, tradition, technology, and so on are to be established in the balance well.A research result for three years is put together in the research result report, and introduced to the public.

本研究的目的是分析美国中学主题学习的内容和方法的基本特点，作为日本中学主题学习理论构建的基础性工作。首先，考察主题学习在日美中学学科中的地位，以及主题学习理论。1.主题学习具有增强学生学习动机的效果。2.主题学习的主要学习活动是探究过程，一是“引导性探究”，其次，对美国中学教育史课程中的主题学习进行了分析。1.从案例中证实了主题学习的主导学习活动也是探究过程。2.在主题学习中培养更高层次的思维和你的表达(历史素养)。3.考察了美国中学数学课程中的主题学习。由于出版公司修订工作的延误，目前教材中的必要材料正在研究分析，以供出版公司修订工作之用。研究进展平稳，但分析还没有完全结束。对美国中学教育史教材中的主题学习进行了分析。结果是，要建立7-10个主题，而且不偏向政治和经济，要很好地平衡文化、传统、技术等。研究成果报告中汇集了三年的研究成果，并向公众介绍。