A Study of the Theory for Curriculum Construction and Problem-Solving Learning by Helen Heffernan

海伦·赫弗南的课程建设与问题解决学习理论研究

• 批准号: 13680305
• 负责人: KIMURA Hirokazu
• 金额: $ 2.11万
• 依托单位: HIROSHIMA UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2001
• 资助国家: 日本
• 起止时间: 2001 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13680305/
• 关键词: Curriculum Construction; Problem-Solving Learning; Subject Curriculum; Social Studies; Helen Heffernan; 社会化教育; 初等教育

Helen Heffernan was the chief of the Division of Elementary Education, California State Department of Education. She visited Japan from November 1946 to December 1947. During her stay in Japan, she made a substantial contribution to the establishment of the Japanese elementary social studies.However, there is as yet no full-fledged study about her theories on curriculum construction and problem-solving learning, especially about her contributions to the social studies in Japan.As a result of fact-finding study, the following became clear.In Japan, the elementary social studies was established when "Course of Study for the Social Studies I (Tentative)" was presented in 1947. This plan was based on Virginia State Curriculum Program in 1943. Virginia Program was a curriculum that adapted a new scope of framework named "Major Functions of Social Life". She came to Japan in the middle of the edition of the aforementioned Course of Study. So she requested to add "Illustrative Units of Work" at the end of the Course of Study, moreover, to publish "Course of Study for the Social Studies Supplement" based on the model after Californian Curriculum Programs. Californian Programs were curricular based on a conception of child-centered curriculum.In the annex of "Illustrative Units of Work", she has presented concrete development of the units of social studies. By reading them, a number of Japanese teachers were able to understand how to design a unit of social studies and how children should learn it. Her theories were accepted by a large number of elementary teachers in Japan, because she presented an orthodox and concrete education method of social studies.For the reasons stated above, "Illustrative Unit of Work" as well as "Supplement" became prototypes of the curriculm and instruction of social studies in Japan. In concequence, we must duly appreciate Helen Heffernan's work.

海伦·赫南是加州州教育部初等教育司司长。1946年11月至1947年12月访问日本。在留日期间，她为日本基础社会科的创立做出了重要贡献。然而，关于她的课程建构理论和问题解决学习理论，尤其是她对日本社会科的贡献，至今尚无全面的研究。通过对她的调查研究，我们可以看出：在日本，她的课程建构理论和问题解决学习理论对日本社会科的发展有着重要的影响; 1947年，《社会科第一课程（试行）》提出，初步确立了社会科。该计划是基于1943年弗吉尼亚州课程计划。弗吉尼亚课程是一种适应了新的框架范围的课程，名为“社会生活的主要功能”。她在上述课程的编辑过程中来到日本。因此，她要求在课程的末尾增加“说明性工作单元”，并以加州课程计划为模式出版“社会研究补充课程”。加州的课程是以儿童为中心的课程概念为基础的课程。在“工作单元说明”的附件中，她介绍了社会研究单元的具体发展。通过阅读，许多日本教师能够理解如何设计社会科单元以及儿童应该如何学习社会科。她的理论被日本许多小学教师所接受，因为她提出了一种正统的、具体的社会科教育方法。“说明性作业单元”和“补充”成为日本社会科课程和教学的原型。因此，我们必须适当地欣赏海伦·赫南的工作。