On the Narration of Ainu People in the Social Studies Textbooks for Junior High School

我们从这项研究中获得了一些收获。这些可以分为两个领域。一个是正域，另一个是正域，前者是正域。通过询问以下五个问题：在初中社会科教科书中出现的关于爱奴和津史的描述有哪些类型？它们第一次出现在初中社会科教科书中是什么时候？为什么会出现？它们是如何转变的？它们转变的主要原因是什么？调查发现，它们第一次出现在Tosho、KyoShuu、Gakuto等5家出版社1978年版的教科书中。我们也得到了新的认识，这些出版商通过参考一些老师为了教授阿伊努人的历史和解决对阿伊努人的歧视而开发的东西来进行描述。为什么这些出版商决定学习阿伊努瓦金人的历史？这个问题有两个答案。其中一条是：北海道是东正、京树和Gakuto的重要大市场。因此，他们希望吸引更多的北海道教师，这样他们的教科书就会比以前更多地被采用。另一种是在1965-1970年前后兴起的一股高扬人权的大潮，编辑受到了这股浪潮的影响。作为一种规范性的研究，我们可以创造出历史教育的新模式。它包括以下6个步骤：历史问题的呈现→学习关于历史问题的霸权知识→发现。不同教材中的不同叙事→通过询问和了解这些教材作者的社会处境，→学生自己创作叙事。根据这一模式，我们制定了阿伊努瓦金史的教案。

We get some harvests from this study. These can be divided into two areas. One is positive area, another is normative.The former is gotten. Through the inquiring the following five questions:What types do we find in the descriptions about Ainu-Wajin history which have appeared in the social studies textbooks of Junior high school?When did they appeared in the social studies textbooks of Junior high school for the first time?Why did they appeared?How have they transformed?What are the main causes of their transformation?Inquiring reveals that they appeared in 1978 version of textbooks of 5 publishers such as Tosho, Kyoshutu, Gakuto and so on for the first time. We also get the new knowledge that is these publishers made their descriptions by referring to what some teachers had developed in order both to teach about Ainu history and to resolve discrimination against Ainu People.Why did these publishers decide to take up Ainu-wajin history? There are two answers to this question. One is as follows: Hokkaido is the big and important market for Tosho, Kyoshutu and Gakuto. So they wanted to attract so many teachers of Hokkaido that their textbooks would be adopted more than before. Another is that there was a great tide making much of human right which rose around 1965-1970 and editors were affected by this tide.As a normative study, we can create new model of history education. It consists of following 6 steps: the presentation of a history issue → learning the hegemonic knowledge on the history issue → discovering. the various narratives in the different textbooks → inquiring and understanding the social situation of the authors of these textbooks → creating narratives by student themselves.According to this model, we developed teaching plan of Ainu-Wajin history.