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学校教育実践学研究 18 巻
2012-03-20 発行
ESDの観点からみたドイツ地理教育スタンダードの分析
the Analysis of Geographical Standards in Germany in terms of Education for Sustainable Development(ESD)
阪上 弘彬
Abstract
The purpose of this paper is to clarify elements of ESD (Education for Sustainable development) in the geographical competences of "Educational standards in Geography for the Intermediate School Certificate".
In Germany, there was a motion which created the subject standard at the state level in recent years. Moreover, in geography, the German Association for Geography set up the "Bildungsstandards im Fach Geographie für den Mittlernen Schulabschluss" (English ver. "Educational standards in Geography for the Intermediate School Certificate") in 2006.
It can be interpreted as aiming at geographical competencies training which can contribute to ESD and which is based on ESD as a subject.
Comparing "Educational standards in Geography for the Intermediate School Certificate" and "Lucerne Declaration" which showed the directivity of the ESD practice in geography, we have tried to analyze.
In Germany, there was a motion which created the subject standard at the state level in recent years. Moreover, in geography, the German Association for Geography set up the "Bildungsstandards im Fach Geographie für den Mittlernen Schulabschluss" (English ver. "Educational standards in Geography for the Intermediate School Certificate") in 2006.
It can be interpreted as aiming at geographical competencies training which can contribute to ESD and which is based on ESD as a subject.
Comparing "Educational standards in Geography for the Intermediate School Certificate" and "Lucerne Declaration" which showed the directivity of the ESD practice in geography, we have tried to analyze.
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