この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/51604
広島大学大学院人間社会科学研究科紀要. 教育学研究 2 号
2021-12-23 発行
「イギリス歴史教育」は日本の学界でいかに論じられてきたか : 「教育借用」を分析枠組みとして見た研究動向の特質と課題
How Has “History Education in the United Kingdom” Been Discussed in Japan?: Conclusions from Japanese history education research
玉井 慎也
Abstract
In this study, we review the characteristics and challenges of “United Kingdom history education” research in Japan. We use “social constructionism” as the theoretical framework and “principles and mechanisms of educational borrowing” as the analytical framework. The analysis revealed the following three points: (1) A total of 45 researchers, especially Nobuo Takenaka, Yoshiharu Toda, and Takeshi Tsuchiya have published 78 papers from 1964-2021, so the research does not comprise one-off studies. (2) The motivation for discussing British history education in Japan and the accompanying diversification of research subjects have produced a rich variety and a complex research situation. (3) In the future, new “externalization” research based on “history of education” research will be required.
About This Article
著者キーワード
United Kingdom
History Education
Educational Borrowing
Review
イギリス（連合王国）
歴史教育
教育借用
レビュー
権利情報
Copyright (c) 2021 人間社会科学研究科
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PP. 395 - 404