A Historical Study of the Methodological Theory of the Teaching History in Modern Era

近代教学史方法论理论的历史研究

• 批准号: 06680252
• 负责人: KOBARA Tomoyuki
• 金额: $ 1.41万
• 依托单位: HIROSHIMA UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1994
• 资助国家: 日本
• 起止时间: 1994 至 1996
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-06680252/
• 关键词: History Education in Modern Era; Methodological Theory of the Teaching History; Organization of Lessons of the Teaching History; "The Study of Historical Persons"; "The Educational History"; Sympathetic Understanding; 斎藤斐章; 大元茂一郎; 小学校教則大綱; 本荘太一郎

The purpose of this study is to make clear the developing process and characteristic of the methodological theory and the organization of lessons of the teaching history in Meiji era.The result of this study is the following three.1.The developing process of the methodological theory of the teaching history in Meiji era is divided the following four periods. The 1st is the preparing period (1872-1880), the 2nd is forming period (1880-1890), the 3rd is establishing period (1890-1900) and the 4th is completing period (1900-1912).2.The developing process of the methodological theory of the teaching history was the process for solving the following three problems on the teaching history in early Meiji era.(1) to build the organization of lessons of the teaching history to develop the students' qualities necessary as peoples which are essential for competent builders of a modern nation and society.(2) to build the organization of lessons of the teaching history to make students deepen both of their historical understanding and practicing attitude which are necessary to develop the people.(3) to build the organization of lessons of the teaching history based on the original teaching method as history education.3.The characteristic of the methodological theory and organization of lessons of the teaching history completed in Meiji era was "the study of historical persons".

本研究旨在厘清明治时期教学史方法论理论与课程组织的发展历程与特点。本研究的结果如下三。明治时代教学史方法论理论的发展历程可分为以下四个阶段。第一阶段是准备阶段（1872-1880），第二阶段是形成阶段（1880-1890），第三阶段是建立阶段（1890-1900），第四阶段是完成阶段（1900-1912）。明治前期教史方法论理论的发展过程，就是解决明治前期教史问题的过程。(1)建立教学历史课程的组织，培养学生作为现代国家和社会称职建设者所必需的人的素质。(2)建立历史教学课程的组织，使学生加深对历史的认识和实践态度，这是人的发展所必需的。(3)在历史教育原有教学方法的基础上，构建教学历史的课程组织。明治时代完成的教学史方法论理论和课程组织的特点是“历史人物研究”。