일본 사회과 문제해결학습의 특징과 전개 유형

Abstract

In Japan, problem-solving learning is actively pursued as one of active learning methods recently. As Dewey's reflective inquiry process, problem-solving learning has become a main learning method in Japanese social studies, linked to the subjectivity of the learner and self-learning ability. Problem-solving learning in early social studies was pursued as a learning method for solving the frustrating reality problems faced by Japanese society and students after defeat. As the age and society change, the pursuit of problem-solving learning has also changed and various types have been developed around the ability to cultivate. The social background of this change of perspective is the dealing with the serious youth problems that had arisen in the 1980s. And the development of 'living power' presented in the Education Reform Document of 1996 and the strengthening of the PISA educational and core competency education since 2000. There are fore types of problem-solving learning that have been developed in Japan: early social studies type, human oriented type, and outgoing type(social participation type), active learning type. There are fore types of problem-solving learning that are different from each other. However, it is common that the learner is the center and pursues the problem independently. The characteristics of problem-solving learning as active learning include self-education power, desirability, subjectivity, and continuity. Problem-solving learning is evolving from the viewpoint of empathy, value identification, self-determination, and dispatch as essential elements. This suggests many implications for the structure and development of problem-solving learning.