On the Narration of Ainu People in the Social Studies Textbooks for Junior High School

我们从这项研究中获得了一些收获。这些可以分为两个领域。一个是积极领域，另一个是规范领域。前者已经得到了。通过探究以下五个问题：初中社会教科书中出现的关于阿伊努-瓦金人历史的描述有哪些类型？它们第一次出现在初中社会教科书中是什么时候？它们为什么会出现？他们是如何转变的？他们转变的主要原因是什么？经查询发现，它们首次出现在东正、京书、学堂等5家出版社1978年版的教科书中。我们还了解到，这些出版商的描述参考了一些教师的描述，这些教师的描述既是为了教授阿伊努人的历史，也是为了消除对阿伊努人的歧视。为什么这些出版商决定讲述阿伊努-瓦金人的历史？这个问题有两个答案。一是：北海道是东正、京州和学堂的重要市场。所以他们想吸引更多的北海道教师，这样他们的教科书就会比以前被更多的人采用。另一个原因是，1965-1970年前后出现了一股重视人权的大浪潮，编辑们也受到了这股浪潮的影响。作为一门规范的研究，我们可以创造新的历史教育模式。它包括6个步骤：历史问题的呈现→对历史问题的霸权知识的学习→发现。不同教科书中的各种叙事→探究和理解这些教科书作者的社会情境→学生自己创作叙事。根据这一模式，我们制定了阿伊努-瓦金历史教学计划。

We get some harvests from this study. These can be divided into two areas. One is positive area, another is normative.The former is gotten. Through the inquiring the following five questions:What types do we find in the descriptions about Ainu-Wajin history which have appeared in the social studies textbooks of Junior high school?When did they appeared in the social studies textbooks of Junior high school for the first time?Why did they appeared?How have they transformed?What are the main causes of their transformation?Inquiring reveals that they appeared in 1978 version of textbooks of 5 publishers such as Tosho, Kyoshutu, Gakuto and so on for the first time. We also get the new knowledge that is these publishers made their descriptions by referring to what some teachers had developed in order both to teach about Ainu history and to resolve discrimination against Ainu People.Why did these publishers decide to take up Ainu-wajin history? There are two answers to this question. One is as follows: Hokkaido is the big and important market for Tosho, Kyoshutu and Gakuto. So they wanted to attract so many teachers of Hokkaido that their textbooks would be adopted more than before. Another is that there was a great tide making much of human right which rose around 1965-1970 and editors were affected by this tide.As a normative study, we can create new model of history education. It consists of following 6 steps: the presentation of a history issue → learning the hegemonic knowledge on the history issue → discovering. the various narratives in the different textbooks → inquiring and understanding the social situation of the authors of these textbooks → creating narratives by student themselves.According to this model, we developed teaching plan of Ainu-Wajin history.