An Analysis of "Village" and "Rural Planning" Education as the Area Study in the Elementary School in the Rural Area

为了让公民参与到农村的区域推广中来，本文旨在阐明新泻县如何向小学生教授“乡村”，以及他们如何将“乡村规划”作为解决问题和实现理想的方法。在揭示了它们之后，阐明了它们是如何在环境教育和整合学习中进行“乡村规划教育”的。本研究以新泻71个村落的社区子教材为研究对象，并通过问卷调查，得出以下主要结论：(1)社区子教材的教育内容分为13个项目。其中，《地理与自然环境》和《地域文化与历史》几乎全部在教材中讲授。这就是说，他们通过自然、农业和传统文化这三个小学生熟悉的主题来教授乡村。(2)在关于乡村规划的描述中，对理想的解释是范式的和抽象的。另一方面，问题的传授是客观和具体的。关于作为解决问题和实现理想的方法的规划，发展类型是保留型的双重，说明乡村规划是为了发展区域的生活环境。(3)从认识自然环境的角度来看，“乡村规划”教育和环境教育的内容与整合研究有相似之处，但没有考虑到两者的结合。在小学三、四年级的台阶上，很少将规划的概念引入区域研究。了解村落的特点并加以保护，是小学社会研究的重点。

For the civil participation to the regional promotion in the rural villages, this paper aims to clarify how they teach "village" to the pupils in Niigata prefecture, and how they educate them for "rural planning" as a method for resolving the problems and attaining an ideal. After revealing them, this elucidates how they conduct the "rural planning education" in the environmental education and the integrating studies. For these analyzes, social sub textbooks of 71 villages in Niigata and a questionnaire are utilized.The conclusions are mainly as follows.(1) The educational contents of social sub-textbooks are classified into 13 items. Among them, "geography ＆ natural environment" and "regional culture ＆ history" are taught in the almost all of the sub-textbook. This says that they teach "village" through the nature, agriculture, and traditional culture, which are familiar theme for the pupils.(2) In the description about "rural planning", the ideals are explained paradigmatically and abstractly. On the other hand, the problems are taught objectively and concretely. About the planning as a method for resolving the problems and attaining an ideal, the development type is double of the preservation type, and it has a tendency to explain that the rural planning is to develop the life environment of the region.(3) There is a similarity between the contents of "rural planning" education and the environmental education and the integrating studies in the point of to recognize the natural environment, but the combination of them is not taken into consideration. On the step of the 3rd and 4th grade of the elementary school, the concept of planning is hardly introduced into the area studies. To know the characteristics of the village and to preserve it is put emphasis in the social studies of the elementary school.