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Curriculum Research and Development about Plitical and Social Paricipation in Secondary Schools

中学政治与社会参与课程的研究与开发

基本信息

批准号：
10680291
负责人：
TAKATAMA Tsugiyoshi
金额：
$ 2.37万
依托单位：
Waseda University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1998
资助国家：
日本
起止时间：
1998 至 1999
项目状态：
已结题

项目摘要

The subject of this study is toclear up the crisis in the present day democratic society, and in order to take any countermeasure against the problem, how to educate the will and ability for the social participation which is necessary to keep the democracy, at the secondary school social studies.Today, administrative power and bureaucracy are so increased that we are anxious of violation of human rights. A financial capital is impossible to controle, which causes us to waste resources and destroy the enviroment of the globe. Then, we are asked positive and active social particippation for a solution of today problems.Encountering these problems we made sure that the education should be put emphasis on a citezen tather than the nation and a race, and "political, virtuous citizen" rather than "economical, egoistic citizen"We researched and analyzed motivation of volunteer, junior highschool students' interest and experience on voluntary activities, social participation activity in postwar-age social studies, the political education curriculum in Germany and "service learnig" in The USA.We carry out curriculum development, planing, practice evaluation on social participation teaching. For example, at elementary school : environment conservation in the community, at junior high school : simulation for understanding the function of the law and authority, the formative process of consensus, at senior high school : care of old people, research and presentation of NPO.

这项研究的主题是为了消解当今民主社会的危机，以及如何在中学社会中培养保持民主所必需的社会参与的意愿和能力，以采取对策。在行政权力和官僚作风日益膨胀的今天，我们对侵犯人权感到焦虑。一个金融资本是不可能被控制的，这会导致我们浪费资源，破坏地球环境。针对这些问题，我们确定了教育的重点应该是公民而不是国家和种族，强调“政治的、德性的公民”而不是“经济的、自我的公民”。我们对志愿者、初中生对志愿活动的兴趣和体验、战后社会研究中的社会参与活动、德国的政治教育课程和美国的“服务学习”进行了研究和分析，并对社会参与教学进行了课程开发、规划、实践评估。例如，在小学：社区环境保护，在初中：模拟理解法律和权威的作用，共识的形成过程，在高中：照顾老年人，研究和展示非营利组织。