The long-staystudent teaching curriculum developmentresearch in remote area

(1)在台湾和金门岛收集了丰富的《乡土爱国主义教育》教材。明确了金门岛对岸的中国厦门市表现出了对金门岛地方爱国主义教育的浓厚兴趣。(2)收集整理了中村佐达子在Iriomote-Jima进行实践指导学习的记录。(3)我们组织了船村初中“相学互鉴”作为学习课程。在此基础上，我们根据教材在船浦初中进行了练习。此外，还可以通过回顾与学生的实践来分析学生的学习情况和深化情况。(4)可以将学生教学的基地设在偏远地区。这件事使建立“一个学生和一个老师的学习”成为可能。

(1) We collected rich " education for local patriotism " teaching materials in Taiwan and Chinmentao. It clarified that the Chinese Amoy city which is in the opposite shore in Chinmentao on it showed the interest which is strong in the education for local patriotism in Chinmentao.(2) We collected and organized the record ofNakamura Sadako Who have had practice Guide Learning at Iriomote-jima.(3) We organized the track of " it learns each other " in the Funaura junior high school as the curriculum of the learning. On it, we practiced in the Funaura junior high school based on the teaching materials. Moreover, we could analyze the learning of a student and the deepening by that there was looking back to the practice with the student.(4) We could place the base school of the student teaching in the remote area. The thing made it possible to build " the learning of a student and a teacher ".