A Study on the Impacts and Acceptance of the theories of US Social Studies Education in Eastern Asian Countries

日本社会科研究者倾向于选择和接受美国研究者的教育理论中的意向性部分，以便对日本的课程开发和课堂改进产生实践意义，基于他们的学科观点和方法，这些观点和方法倾向于工程开发方法，而不是心理学方法，实验一。它们在日本研究人员中出现的原因如下。这是因为：（a）他们把教育研究看作是对教育发展的补充;（B）他们认识到研究者有责任与实践者合作解决问题和改进课堂;（c）他们的学科观影响着日本学术界引进西方研究倾向的标准。

Japanese social studies researchers are likely to choose and accept the parts of educational theories intentionality originated from US researchers, in order to have the practical implications into the curriculum development and class improvement in Japan, based on their disciplinary perspectives and methodologies which orient to the engineering-developing approach than the psychological-experimental one.The reasons why do they emerge among Japanese researchers are as follows. Because, (a) they regard the educational Research as supplement to educational Development, (b) they recognize the Researcher has a significant responsibility to collaborate with the Practitioner for problem-solving and class-improvement, (c) their disciplinary perspective influences to the criteria of introducing the western research tendency into Japanese academic society.