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Historical research of the SAKUMON-centered arithmetic education form the end of the Taisho era to the early part of the Showa era.

以佐门为中心的算术教育的历史研究从大正末期到昭和初期。

基本信息

批准号：
15330191
负责人：
UEDA Atsumi
金额：
$ 2.43万
依托单位：
HIROSHIMA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

项目摘要

The purpose of this research is to clarify the way of the treatment of SAKUMON in "life-centered arithmetic" in the early part of the Showa era. We pay attention to the practice of Shimizu Jingo and Iwashita, Fujiwara and Inatsugu. They play a central role in the practice of "life-centered arithmetic".Through consideration, we find the following facts.(1) Shimizu developed a new curriculum which was intended to coordinate children's mathematical activities in daily life and the contents of the national textbook. He set himself to make the arithmetic workbook which was in conformity to ideas of SAKUMON-centered arithmetic education and could be used together with the national textbook in class by teachers.(2) The chief aim of arithmetic education by Iwashita was to develop the qualitative thinking. SAKUMON was a part of the practice to develop children's qualitative attitude in daily life. Fujiwara restricted the position of SAKUMON in his arithmetic education with the reflections that arithmetic education based on SAKUMON is not able to prepare the curriculum. He changed SAKUMON's position into one of methods of teaching arithmetic, namely the representation of the qualitative life. Inatsugu attempted to accord logicism with psychologism in arithmetic education. Generalization and specialization of mathematical thinking were the scaffold to accord them. SAKUMON became the teaching and learning method to cultivate specialization. Shimizu's study of curriculum development based on SAKUMON had an attraction for him.(3) The treatment of SAKUMON in arithmetic education was changed internal and external in the process of developing "life-centered arithmetic".

本研究的目的是澄清昭和时代早期在“以生活为中心的算术”中对佐久门的处理方式。我们关注清水神吾和岩下，藤原和稻嗣的实践。它们在“生命算术”的实践中起着核心作用。(1)清水开发了一套新课程，旨在协调儿童日常生活中的数学活动与国家教科书的内容。他致力于制作符合以佐久门为中心的算术教育思想，并能与国家教科书一起供教师在课堂上使用的算术练习册。(2)岩下的算术教育的主要目的是发展定性思维。SAKUMON是培养儿童在日常生活中的定性态度的实践的一部分。藤原先生认为以《佐久门》为基础的算术教育不能作为课程的准备，从而限制了《佐久门》在其算术教育中的地位。他改变了佐久门的立场之一的教学方法的算术，即代表性的质量生活。稻嗣试图在算术教育中使逻辑主义与心理主义达到雅阁。数学思维的一般化和特殊化是使二者雅阁的支架。SAKUMON成为培养专业化的教学和学习方法。清水正孝以《佐久门》为基础的课程开发研究对他有很大的吸引力。(3)SAKUMON在算术教育中的待遇在发展“以生活为中心的算术”的过程中发生了内部和外部的变化。