A Study on Development of a Comprehensive Curriculum Relating to "The Forest and Human Living"

本次“森林与人类生活”综合课程开发研究的目的有以下五个：(1)明确学生现有的森林意识；(2)从地理、历史、社会、经济、生物、物理、木工技术等方面对森林与人类生活的关系进行专门研究；(3)制定课程规划框架；（四）编制“森林与人类生活”教材；(5)通过实验课对我们的框架和教材进行检验和验证。本文的研究结果如下：1。森林教育应该是一个帮助学生的过程；(1)获得对森林的现实认识和理解，(2)发展寻求信息的技能，(3)在面对涉及森林利用的问题时，培养分析问题、研究和决策的能力，(4)培养对人类对森林的不同看法的认识和欣赏，并采取涉及个人承诺为子孙后代保护森林的价值立场。社会学科森林教育的内容应从以下几个方面进行组织；(1)森林的特征（大小、分布等），(2)树木的结构和功能，(3)森林的生长过程，(4)与森林和人类生活有关的历史，(5)我们生活中的树木，(6)城市社区中的森林，(7)日本的林业，(8)木材贸易，(9)世界和日本的森林问题，（10）森林和人类生活的未来。在森林教育中，我们可以采用以下三种通过个人和小组活动进行学习的方法；(1)关于森林和人类生活的案例研究和学生研究；(2)对解决问题的行动的同情和理解；(3)对涉及森林利用的社会问题和问题的调查。

The purpose of this research on the comprehensive curriculum development relating to "the forest and human living" is the following five: (1) to make clear the students' existing awareness about the forests; (2) To make special studies about relation between forest and human living according to the geographical, historical, sociological, economical, biological, physical, and woodworking techonological approach; (3) to make framework for curriculum planing; (4) to develop the teaching materials relating to "the forest and human living"; (5) to test and verify our framework and teaching materials through experimental lessons. The result of this research is as follows:1. Forest education should be a process through which the student is assisted to; (1) gain a realistic knowledge and understanding of the forest, (2) develop skills in seeking informations, (3) develop abilities in analysing problems, researching and decision making when confronted with issues involved in the use of forests, (4) develop an awareness and appreciation of the differing human perceptions of forest, and adopt value positions involving personal commitment to preserve forests for future generations.2. Contenst of forest education in social studies should be organized from the following topics; (1) forest characteristics(size, distribution, etc.),(2) tree structure and function, (3) growth process of forest, (4) history relating to the forest and human living, (5) tree in our life, (6) forest in the urban communities, (7) forestry in Japan, (8) timber trade, (9) problem of the world's and Japanese forests, (10) future of the forest and human living.3. Learning method through individual and group activities which we canuse in forest education is the following three; (1) case study and student research about the forest and human living, (2) empathizing and understanding about action for problem solving, (3) inquiry of social problems and issues involved in the use of forests.