On the Descriptions about Ainu People in Supplementary Readers Used in Elementary Schools in Hokkaido and How They were formulated
On the Descriptions about Ainu People in Supplementary Readers Used in Elementary Schools in Hokkaido and How They were formulated
批准号:
11680244
负责人:
YOSHIDA Masao
金额:
$0.77万
依托单位国家:
日本
项目类别:
Grant-in-Aid for Scientific Research (C)
财政年份:
1999
资助国家:
日本
项目状态:
已结题
起止时间:
1999 至 2000
中文摘要
本文的目的是:了解接受北海道教育局授权的关于阿伊努人的知识作为三年级和四年级补充读者可采用的知识的城市(城镇和村庄)的比例是多少?了解采用反知识的城市(北海道的城镇和村庄)的比例如何,这将使学生否认阿伊努人因为他们的劣等性格而正在减少的想法→这是14.32%。了解是什么让北海道市教育委员会(北海道的一个城市的名义)发行了一个优秀的(从多元文化教育的角度来看)新版本的补充读物→从对负责编写和谈判新补充读物的人以及阿伊努语圈成员的采访中可以看出,谈判者的守则使这些进步声明的纳入成为可能。为教育委员会工作的谈判代表在制定声明时使用了以下方法守则:尊重上级组织的规定;尊重历史学家对历史事实的描述,只要这些描述不被认为对学生的智力发展有害;考虑到其他城市补充读者的内容。另一位谈判者是阿伊努语圈子的一员,他有完全不同的准则,但他的准则的一个方面(灵活谈判)以及局势的不确定性使他们能够找到共同点。这就是原因。
英文摘要
It is the purpose of this paper :to grapse how is the ratio of cities (towns and villages in Hokkaido) which accept the knowlegdes on Ainu People authorized by Hokkaido Board of Education as adopptable ones for their supplementary readers of 3rd and 4th grade→That is only 7.52%.to grapse how is the ratio of cities (towns and villages in Hokkaido) which adopt the counter-knowlegdes which will be able to make students deny the thoughts that Ainu People is diminishing because of their inferior chracters→That is 14.32%.to grapse what made possible for the Board of Education of Town of Hokkai (an assumed name for acity in Hokkaido) to issue an excellent (from the viewpoint of multicultural education) new version of supplementary readers→From the interviews with the person in charge of both conpilation of and negotiations for the new supplementary reader, and a member of the Ainu Language circle, it became clear that the codes of negotiators had made the inclusiopn of such progressive statements possible.The negotiator who works for the Board of Education used the following code of approach in formulating the statementes : to respect the regulations of the superior organizations ; to respect the description of historical facts recognized by historians as true as long as they are not deemed harmful to the pupil's intellectual growth ; to take the contents of the supplementary readers of other cities into account.The other negotiator, a member of the Ainu Lanuguage circle, had an entirely different code, but one aspect of his code (flexible negotiation) as well as the uncertainty of the situation, enabled them to find common ground.That is the reason.
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吉田正生: "アイヌ民族関係記述より見た北海道内の社会科副読本について"東京都立大学法学会雑誌. 第38巻1号. 313-344 (1997)
吉田正夫:“从阿伊努民族关系描述的角度看北海道的社会研究补充读者”东京都立大学法学会杂志第38卷第1. 313-344(1997年)。
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吉田正生: "道内社会科副読本における知の布置状況-アイヌ民族関係記述の場合-"『環太平洋へき地の諸相(III)-地域の教材化とマルチメディアによるへき地教育の革新-』(北海道教育大学僻地教育研究施設研究報告書). 79-106 (1997)
吉田正男:《北海道社会学补充读本的知识状况——以阿伊努民族关系的描述为例》《环太平洋边远地区的面貌(三)——通过地区教材和多媒体进行边远地区教育的创新》 》(北海道教育 79-106 (1997)
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吉田正生: "道内社会科副読本におけるアイヌ民族関係記述について"社会系教科教育学研究. 第9号. 79-86 (1997)
吉田正雄:《关于北海道社会研究补充读物中阿伊努民族关系的描述》《社会研究教育研究》第9.79-86号(1997)。
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吉田正生: "タウン北海における新社会科副読本の生成過程-アイヌ民族関係記述の場合-"教育社会学研究. 第63集. 99-117 (1998)
吉田正夫:“北海镇新社会研究读本的创建过程——描述阿伊努民族关系的案例——”教育社会学研究卷63。99-117(1998)。
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Masao YOSHIDA: "On the Description about the Ainu People in the Supplementary Readers Used in Elementary Schools in Hokkaido"JOURNAL OF RESEARCH ON EDUCATION IN THE SOCIAL STUDIES DEPARTMENT. NO.9. 79-86 (1997)
吉田正雄:《论北海道小学辅助读物中有关阿伊努人的描述》社会学系教育研究杂志。
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