Research and Development of the Method of Instruction about the Quantity Data and Quantity Expression in Learning History

本研究的结果有以下三点。1)历史学习中“注重数量数据实际应用的教学方法的发展”，正是历史课堂作文理论的发展。在研究之初，本研究试图通过对各种数量数据的分析，厘清历史认识形成的原理，并据此制定相应的教学方法。然而，通过数量数据，其本身就包含了特殊历史认识的形成原理，为了驾驭这一特性，将建立在这一原理之上的历史课作文理论。2)解决了通过数量数据形成历史认识的原理和一些教学技术观点。尤其有两点对下一个很重要。a)数量数据为历史学习带来了等级的定量思维，并有促使更接近实际的效果。在以“分”而非“件”的历史认识形成原则为基础的历史课作文理论中，以数量数据为主要教材。b)数量数据在学习历史时，通过文献数据、图片数据等其他类型的数据，使对历史的理解在与学习的对抗中得到加强。这意味着数量数据本身并不能完成对学生的历史理解，并且与其他类型的数据相关具有存在的理由。3)“社会史”的视角随着历史作为学校学科教育的学习而变得清晰。在本文的研究中，最终还是要回到“综合历史研究”这个切入点上来。也许，这个方向是目前利用数量数据的历史认识形成原理的最主要的方向。

The result of this research is the following three points.1)It became clear that "development of teaching method concerned with practical use of quantity data" in learning history is exactly development of a history lesson composition theory. At the beginning this research tried to clarify the principle of history understanding formation through analysis of a variety of quantity data, and to develop the method of instruction corresponding to this. However, by quantity data, the formation principle of peculiar history understanding is included in itself, and in order to harness this indigenity, the history lesson composition theory which stood on that principle will be built.2)The principle of the history understanding formation by quantity data and some viewpoints of teaching technique were able to be solved.Especially two points are important for the next.a)Quantity data bring grade quantitative thinking to learning history, and have the effect of urging nearer to the actual reality to catch. In the history lesson composition theory based on the principle of history understanding formation of catching by a "grade" rather than a "piece thing", quantity data are utilized as main teaching materials.b)Quantity data bring about the history understanding enhanced more in confrontational strain with study by data of other kinds in learning history, such as document data and pictures data. This means that quantity data do not complete history understanding of a student in itself, and have the raison d'etre in correlation with the data of other kinds.3)The perspective of "History in Social Studies" became clear as learning history as school subject education. In this research, it will come back to "synthetic history study" after all as a reaching point. Probably, this direction is the most leading direction for harnessing the history understanding formation principle of quantity data now.