An Analysis of "Village" and "Rural Planning" Education as the Area Study in the Elementary School in the Rural Area

农村小学“乡村”与“乡村规划”教育作为区域研究的分析

• 批准号: 12650612
• 负责人: SOSHIRODA Akira
• 金额: $ 1.22万
• 依托单位: Tokyo Institute of Technology
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12650612/
• 关键词: Regional Promotion; Community Design Learning; Social Sub-Textbook; Environmental Education; Integrating Studies; 住民参加; むらづくり; 新潟県; 地域教育

For the civil participation to the regional promotion in the rural villages, this paper aims to clarify how they teach "village" to the pupils in Niigata prefecture, and how they educate them for "rural planning" as a method for resolving the problems and attaining an ideal. After revealing them, this elucidates how they conduct the "rural planning education" in the environmental education and the integrating studies. For these analyzes, social sub textbooks of 71 villages in Niigata and a questionnaire are utilized.The conclusions are mainly as follows.(1) The educational contents of social sub-textbooks are classified into 13 items. Among them, "geography ＆ natural environment" and "regional culture ＆ history" are taught in the almost all of the sub-textbook. This says that they teach "village" through the nature, agriculture, and traditional culture, which are familiar theme for the pupils.(2) In the description about "rural planning", the ideals are explained paradigmatically and abstractly. On the other hand, the problems are taught objectively and concretely. About the planning as a method for resolving the problems and attaining an ideal, the development type is double of the preservation type, and it has a tendency to explain that the rural planning is to develop the life environment of the region.(3) There is a similarity between the contents of "rural planning" education and the environmental education and the integrating studies in the point of to recognize the natural environment, but the combination of them is not taken into consideration. On the step of the 3rd and 4th grade of the elementary school, the concept of planning is hardly introduced into the area studies. To know the characteristics of the village and to preserve it is put emphasis in the social studies of the elementary school.

为了让民间参与到农村的区域推广中来，本文旨在阐明他们如何对新泻县的小学生进行“乡村”教育，以及他们如何将“乡村规划”作为解决问题和实现理想的方法进行教育。通过对他们的揭示，阐述了他们如何在环境教育和整合研究中开展“农村规划教育”。为了进行这些分析，我们使用了新泻市71个村的社会教科书和问卷调查。主要结论如下：(1)社会分教材的教育内容分为13个项目。其中，“地理与自然环境”和“地域文化与历史”几乎在所有分教材中都有讲授。这就是说，他们通过自然、农业、传统文化等学生熟悉的主题来教授“村庄”。(2)在对“乡村规划”的描述中，对理想进行了范式性和抽象性的阐释。另一方面，客观具体地讲授问题。关于规划作为解决问题和实现理想的方法，发展类型是保护类型的双重，并且有一种倾向于解释农村规划是为了发展该地区的生活环境。(3)在认识自然环境方面，“乡村规划”教育的内容与环境教育和整合性研究有相似之处，但没有考虑两者的结合。在小学三年级和四年级阶段，规划的概念很少被引入到区域研究中。了解村庄的特点并保护它是小学社会课程的重点。