この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/46769
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 67 号
2018-12-21 発行
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
Abstract
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.
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.
About This Article
著者キーワード
Peace Education
Meta-Cognition
Lesson Module
平和教育
メタ認知
授業モジュール
Other Article
PP. 125 - 133