Analysis of New Zealand science curriculum for factors of constructivism to be extracted and introduced to the subject matter for environmental studies

新西兰科学课程分析，提取建构主义因素并将其引入环境研究主题

• 批准号: 11680260
• 负责人: HIROKI Masanori
• 金额: $ 1.02万
• 依托单位: Kyoto 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
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11680260/
• 关键词: Environmental education; constructivism; New Zealand; Curriculum; Three Stages for environmental education; Compulsory education; Subject matter for environmental education; Children's activities; 環境教育; 学習段階

(1) In constructivism, which has been lately attracted in science education, children's concepts obtained through their daily experiences are recognised as starting lines of learning in schools whether the concepts are right or wrong. The innovation of New Zealand curriculum in the l990's is said to be supported by constructivism. This project was started from our recognition that constructivism is also important for environmental studies.In order to find ways to introduce ideas of constructivism into environmental education, the New Zealand science curriculum was examined and analysed in comparison with that in Japan from the view of environmental education, using curricular materials of both countries [Science in the New Zealand Curriculum (NZ Ministry of Education 1993), Course of study for elementary schools in Japan, Course of study for lower secondary schools in Japan (Japanese Ministry of Education 1989a, b)]. For analysis, the children's activities which are exemplified in the … More above curricular materials were classified into "the three stages for environmental studies." [Stage 1 : Studies on natural things and phenomena. Stage 2 : Studies on the relation between human life/society and nature. Stage 3 : Studies on search for reasonable ways in spending life and administering society in consideration for the relation between human life/society and nature (Hiroki 1996)]. The results obtained are as follows. In the case of Japan most of children's activities exemplified in the above materials are classified into stage 1. Very few activities are into stage 2 and 3. In contrast in the case of New Zealand there are activities classified into every stage of the three (eg. Stage l : Measuring temperature in different places on different days, Stage 2 : Study on eatable plants, Stage 3 : Investigation for improvement of water pollution)..(2) On the basis of the above results, more than ten items of subject matter were developed corresponding to each stage for enviromnental studies of the three (eg. Stage 1 : To leave water in a container outdoors ; Stage 2 : To estimate air pollution caused by dust in a simple way ; Stage 3 : To find ways of using acorns as a resource for human life. Less

(1)在建构主义，这是最近吸引了科学教育，儿童的概念，通过他们的日常经验获得的认识是在学校学习的起点，无论概念是正确的还是错误的。20世纪90年代新西兰的课程改革据说得到了建构主义的支持。本课题的出发点是我们认识到建构主义对环境教育的重要性，为了探索如何将建构主义的思想引入环境教育，我们从环境教育的角度，利用新西兰和日本的课程材料[新西兰课程中的科学]，对新西兰和日本的科学课程进行了比较分析（新西兰教育部，1993年），日本小学课程，日本初中课程（日本教育部，1989年a，B）]。为了分析，儿童的活动，其中举例说明， ...更多信息 以上教材分为“环境研究三阶段”。第一阶段：研究自然事物和现象。第二阶段：研究人类生活/社会与自然的关系。第三阶段：研究在考虑人类生活/社会与自然之间的关系的情况下寻求合理的生活和社会管理方式（Hiroki 1996）]。所得结果如下。就日本而言，上述材料中列举的大多数儿童活动都属于第一阶段。很少有活动进入第二和第三阶段。与此相反，新西兰的情况是，将活动分为三个阶段中的每一个阶段（例如：第一阶段：在不同的日子测量不同地方的温度，第二阶段：食用植物的研究，第三阶段：改善水污染的调查。(2)在此基础上，针对这三个阶段的环境研究，分别制定了十多项课题。第一阶段：把水放在户外的容器里;第二阶段：用简单的方法估计灰尘造成的空气污染;第三阶段：找到利用橡子作为人类生活资源的方法。少

项目成果

Hiroki, M.: "In what ways should we reconstruct science curriculum for compulsory education? -On the points of issue derived from comparison of Japanese curriculum with that of New Zealand."Proceedings of Nara Conference of Kinki Branch of Society of Japa

Hiroki, M.：“我们应该以什么方式重建义务教育的科学课程？-论日本课程与新西兰课程比较所衍生的问题。”日本学会近畿分会奈良会议论文集

Murata, N., M.Hiroki & T.Tadayuki.: "Leaving boiled water outdoors."Proceedings of Nara Conference of Kinki Branch of Society of Japan Science Teaching. 45 (2000)

村田，N.，M.Hiroki

広木正紀: "義務教育段階の理科カリキュラムをどう見直して行くか-ニュージーランドとの比較から提起される論点について"日本理科教育学会平成12年度近畿支部大会要項. 24-24 (2000)

Masanori Hiroki：“如何审查义务教育阶段的科学课程——与新西兰的比较中提出的问题”，日本科学教育学会，2000年近畿分会会议指南24-24（2000）。

Hiroki, M.: "Three stages for environmental studies."Science Education Monthly. 51 (6). 16-19 (2000)

Hiroki, M.：“环境研究的三个阶段。”科学教育月刊。

Hiroki, M.: "Rediscovery of nature through observing things around and by making foods/articles by hand."Proceedings of the 50th Conference of Society of Japan Science Teaching. 91-93 (2000)

Hiroki, M.：“通过观察周围事物和手工制作食物/物品来重新发现自然。”第 50 届日本科学教学学会会议记录。