일본 고등학교 사회과 역사과목 주제학습의 성립과 정착

Abstract

In history education of high school in Japan, theme󰠏based learning first appeared in the 1960 version of course of study and is a unique Japanese learning method that has been continuously presented to this day. This paper analyzed the background of the emergence of theme󰠏based learning and the process from establishment to settlement from the 1960's course of study to the 1978's course of study, from the three perspectives of ① purpose, ②content composition, and ③learning method. The analysis results are as follows. First, for the purpose of theme󰠏based learning, in󰠏depth study of historical thinking and the acquisition of history learning methods are suggested. However, it does not specifically suggest what historical thinking should be deepened through theme󰠏based learning and what history learning methods should be acquired. Second, from the point of view of content construction theory, progress is being made such as promoting organic relations between theme󰠏based learning and syntactic learning, selecting learning content, and improving the criteria for selecting a topic. Since the 1970's Course of Study, it has systematically presented a selection of learning contents and a perspective on topic selection. In addition, in order to promote the organic connection between theme󰠏based learning and syntactic learning, the logic of understanding basic matters through syntactic learning → acquiring history learning methods through theme󰠏based learning and in󰠏depth historical thinking → developing syntactic learning is presented. In the 1978 version, the content of learning was further selected, and the perspective of subject selection was improved by introducing the achievements of folklore, cultural anthropology, and archaeology. Nevertheless, it has not deviated from the limited content composition method that theme󰠏based learning is appropriately arranged in the flow of systematic syntactic learning. Third, from the perspective of learning methodology, theme󰠏based learning was presented as a student󰠏centered learning methodology for the first time in the 1970 version to develop subjective and voluntary learning activities, and it became clearer in the 1978 version. However, as for the way to develop students' voluntary learning activities, only the principle of guidance on the history learning method and the introduction of an appropriate learning method is suggested, and specific plans are not properly mentioned. In the 1978 version, theme󰠏based learning was settled as a major learning method in Japanese high school social studies history subjects, but due to limitations such as ambiguity of purpose, limitation of content composition logic, and non󰠏specificity of learning method, it was not properly rooted in the actual school field. Nevertheless, theme󰠏based learning plays a role in driving the development and transformation of history education of high school in Japan, as it continues to change even in the subsequent revision of course of study