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

日本社会研究学者基于其学科视角和方法论倾向于工程发展而非心理实验，倾向于选择和接受美国学者的意向性教育理论，以期对日本的课程开发和课堂改进具有实际意义。在日本研究人员中出现的原因如下。因为，(a)他们认为教育研究是教育发展的补充，(b)他们认识到研究者有重大责任与实践者合作解决问题和提高班级水平，(c)他们的学科观点对将西方研究倾向引入日本学术界的标准产生了影响。

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.