平和観の再構築とそのメタ認知を促す授業モジュール

Developing Lesson Modules for Reconstruction of Perspectives on Peace and Meta-cognition of its Process

草原 和博

尾藤 郁哉

福元 正和

城戸 ナツミ

高 錦婷

近藤 秀樹

山口 安司

鈩 悠介

河原 洸亮

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

The aim of this study is to develop the module for peace education which helps learners to reconstruct their own perspectives on peace. Previous studies introducing lesson plans on peace education have limitation in that these lesson plans focus heavily on wars or issues unfamiliar to students. In addition, they were not intended to give opportunities to metacognize the reconstruction of perspectives on peace.
The lesson module we developed consists of three section: introduction section, main section, closing section. The main section consists of six units, and we chose six concepts or theories with which learners reconstruct their perspectives on peace：(1)game theory, (2)Galtung’s theory of peace, (3)conflict resolution, (4)authoritarian personality, (5)labeling theory, and, (6)social identity. This lesson module includes not only various concepts or theories about peace but also the process through which learners reconstruct their own perspectives on peace and reflection on the process in order to cultivate peace-makers.

Peace Education

Meta-Cognition

Lesson Module

平和教育

メタ認知

授業モジュール

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725