Instructional Design for Enhancement of Social Cognition of Children: Development of Curriculum and Instructional Model for Social Studies Classroom

增强儿童社会认知的教学设计：社会学课堂的课程与教学模式开发

• 批准号: 17530662
• 负责人: KATO Toshiaki
• 金额: $ 2.11万
• 依托单位: Shimane University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2005
• 资助国家: 日本
• 起止时间: 2005 至 2007
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17530662/
• 关键词: Development of Social Cognition; Formation of Social Cognition; Model of Social Studies Lesson; 社会科単元開発

This study aims to develop the model of a social studies curriculum through experimental lessons to form children's social cognition.The predicted characteristics of development in children's social cognition are: 1) the development of children's social cognition can be divided into several qualitatively different phases; 2)children's social cognition can be classified into the five categories, that is, Independent cognition, Referential cognition, Incorporated cognition, Reformative cognition, and Comprehensive cognition; 3) the growth of children's social cognition is characterized by a spiral development of knowledge accumulation, knowledge network establishment, and knowledge integration; 4) idiographic or fragmentary viewpoints of children develop into the ability to organize matters with a central focus on more intrinsic viewpoints through the transition period around grades four and five; 5) the experience of perspective-taking promotes children's social cognition.On the basis of this, experimental lessons were implemented using subjects of children in grades four, five and six. Based on the result, five models of social studies curriculum was developed that promoted the child's social cognition.

这项研究旨在通过实验课来开发社会研究课程的模型，以形成儿童的社会认知。儿童社会认知中发展的预测特征是：1）儿童社会认知的发展可以分为几个质量上不同的阶段； 2）可以将儿童的社会认知分为五类，即独立认知，参考认知，纳入认知，改革认知和全面的认知； 3）儿童社会认知的增长的特征是知识积累，知识网络建立和知识融合的螺旋发展； 4）儿童的印度或碎片观点发展成组织物质的能力，其中心重点是在四年级和五年级的过渡期间，以更加内在的观点为重点； 5）观点的经验促进了儿童的社会认知。在此基础上，使用四岁，五和六年级的儿童主题实施了实验课程。根据结果​​，开发了五种社会研究课程，以促进孩子的社会认知。

项目成果

社会科教育研究の最前線-子どもの社会認識発達の研究-

社会学教育研究前沿-儿童社会认知发展研究-

• 发表时间: 2005
• 期刊: 社会科教育(明治図書) 551号
• 作者: KATOH;Toshiaki;加藤寿朗;加藤寿朗
• 通讯作者: 加藤寿朗

InstructionalDesign for Enhancement ofSocial Cognition of Children Development of Curriculum and Instructional Model for Social Studies Classroom

增强儿童社会认知的教学设计 社会学课堂的课程开发与教学模式

• 发表时间: 2008
• 期刊: The Journal of Social Studies Education 28
• 作者: KATOH;Toshiaki
• 通讯作者: Toshiaki

子どもの社会認識発達に基づく小学校社会科授業の開発研究

基于儿童社会认知发展的小学社会学课程开发研究

• 发表时间: 2007
• 作者: KATOH;Toshiaki;加藤寿朗;加藤寿朗;加藤寿朗他
• 通讯作者: 加藤寿朗他

InstrucdonalDesign for Enhancement of Social Cognition of Children Development of Curriculum and Instructional Model for Social Studies Classmom

增强儿童社会认知的教学设计 社会学班妈妈的课程与教学模式开发

• 发表时间: 2007
• 作者: KATOH;Toshiaki
• 通讯作者: Toshiaki

子どもの社会認識発達に基づく小学校社会科授業り開発研究

基于儿童社会认知发展的小学社会学课程开发研究

• 发表时间: 2007
• 作者: 加藤寿朗;他
• 通讯作者: 他