道徳教育と教科教育との関連づけの可能性と課題 : 道徳的思考と算数・数学科によって獲得する論理的思考との関連から

Possibilities and problems of correlating moral education with subject education : Focused on the relation between moral thinking and logical thinking acquired through arithmetic/mathematics

永瀬 美帆

鈴木 由美子

学習開発学研究

Journal of Learning Science

[PISSN] 1883-8200

[NCID] AA1244667X

This paper examines the relation between moral education and subject education. We focus on the moral thinking of children and logical thinking that children acquire through arithmetic/mathematics. For this, the relational concept acquired through arithmetic/mathematics is examined.

The results of this research were as follows. 1) It was suggested that logical thinking is acquired before moral thinking. That is to say, moral thinking seems to be influenced by Iogical thinking. 2) When children can understand a three-factor relation, the recognition of a value judgment seems to occur in the field of moral thinking. This suggests that logical thinking including three-factor relationships that children learn in arithmetic/mathematics lessons will promote the recognition of value judgments.3) From the above, a relation model (hypotheses) between moral and logical thinking is proposed.

moral education

subject education

moral thinking

logical thinking

relation model

道徳教育

教科教育

道徳的思考

論理的思考

関係モデル

教育 [ 370 ]

日本語

広島大学大学院教育学研究科学習開発学講座

Copyright (c) 2010 広島大学大学院教育学研究科学習開発学講座

[ISSN] 1883-8200

[NCID] AA1244667X