「歴史的意義」の再構築を促す中学校歴史単元の開発・実践 : 単元「教科書の太字をどのような規準で決めるべきか」の場合

Development and Practice of a Junior High School History Unit to Promote the Reconstruction of “Historical Significance”: The case of the unit “What criteria should be used to decide the boldface in textbooks?”

Oguri Yuki

Tamai Shinya

Takamatsu Shohei

Kusahara Kazuhiro

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This study proposes a history unit plan aimed at the reconstruction of historical significance of junior high school students. In some cases, historically significant items are boldfaced in textbooks by junior high school students. However, as citizens, it is not enough to judge whether or not historical significance is important in a textbook. Therefore, in this study, The Historical Thinking Project （Canada） and The Critical Thinking Consortium’s unit plan were used as a basis for the development and practice of a history unit. This unit aims to reconstruct “historical significance” by 1） understanding the diversity of criteria of “historical significance,” 2） progressing “historical significance,” and 3） reconstructing “historical significance” from a broader perspective. In particular, the textbook’s boldface type was used as a material for the performance task, “Let’s submit an opinion about the boldface type to the textbook writer”, in order to reconstruct historical significance. The outcome of this research hints at future possibilities of bigger reforms in the history curriculum.

historical significance

substantive/procedural concepts

social studies education

school history textbook

歴史的意義

本質的/ 手続的概念

社会科教育

歴史教科書

jpn

広島大学大学院人間社会科学研究科

Copyright (c) 2020 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086