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On the Descriptions about Ainu People in Supplementary Readers Used in Elementary Schools in Hokkaido and How They were formulated

北海道小学课本中有关阿伊努人的描述及其制定

基本信息

批准号：
11680244
负责人：
YOSHIDA Masao
金额：
$ 0.77万
依托单位：
Hokkaido Kyoiku Daigaku (HOKKAIDO 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：
1999
资助国家：
日本
起止时间：
1999 至 2000
项目状态：
已结题

项目摘要

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.

本文的目的是：to gravate抓住how is the ratio比率of cities城市接受北海道教育委员会授权的关于阿伊努人的知识作为其三年级和四年级补充读者可采用的知识的城市（北海道的城镇和村庄）→这仅为7.52%。（北海道的城镇和村庄），这些城镇和村庄采用了能够使学生否认阿伊努人因其低劣的性格而正在减少的想法的反知识→这是14.32%。（北海道城市的化名）发布一份优秀的（从多元文化教育的角度）新版补充读本→从采访负责新补充读本编写和谈判的负责人来看，作为阿伊努语圈的一员，很明显，谈判者的守则使这种进步的声明成为可能。为教育委员会工作的谈判者在制定声明时使用了以下方法守则：尊重上级组织的规定;尊重历史学家承认的历史事实的描述，只要这些描述不被认为对学生的智力发展有害;考虑到其他城市的补充阅读器的内容。另一位谈判代表，阿伊努语圈的成员，有一个完全不同的代码，但他的一个准则（灵活的谈判）以及局势的不确定性使他们找到了共同点。这就是原因。