Narrative Styles Used in History Education and their Benefits in Terms of the Socializing Function of Education

本研究重点关注学校和社会教育背景下历史教育中使用的描述性框架（叙事风格），并分析这种描述性框架对不同社会化阶段的学习者的益处。特别是，该研究收集了冲绳历史叙述所采用的各种风格，并根据各种历史教育项目的目标和结果对它们进行了分类。在此基础上，本文对“国史”描述框架的有效性、局限性以及替代方案进行了讨论，而“国史”往往是学校历史教育的前提。

This study focuses on descriptive frameworks (narrative styles) used in history education delivered in the settings of school and social education, and analyzes the benefits of such descriptive frameworks on learners at different stages of socialization. In particular, the study collected variations of the styles adopted for narrations of Okinawan history and sorted them according to the objectives and results of various history education programs. Based on this, a discussion is included that examines the validity and limitations of, as well as alternatives to, the descriptive framework of "national history," which is often the premise of school history education.