地理学者がおこなう「真正な実践」の解明 : 地理教師による教材研究のための地理学論文の読み解きに示唆するもの

本研究は，専門科学者がおこなう「真正な実践」の解明に向けたシリーズ研究のうち，知識の社会領域の中でも地理学者の研究に注目し，「地理学者ならではの学びの過程とはどのようなものか」「その過程は，地理教師が教材研究のために地理学論文を読み解く上でどのように活かすことができるか」を解明することを目的とする。そのために，地理学論文の構成・構造分析と論文著者へのインタビューをもとに，地理学論文が執筆されるに至る経緯とその背景を分析する。本稿では，現代インドの地域研究の成果を発信した地理学論文「経済成長下のインドにおけるヒマラヤ山岳農村の変貌―ウッタラカンド州の事例―」（岡橋ほか，2011）と，その筆頭著者である地理学者・岡橋秀典を研究対象とした。結果，論文が完成するまでの過程は「研究デザインの構築」「実地調査の準備と実行」「省察と意義付け」「地域像のフレームワークの精緻化」「執筆」という５段階から構成されること。論文執筆の過程にあるミクロな地理学者らしい学びとして，「フィールドと協力者に学ぶ」「データに学ぶ」姿勢があること。論文執筆の背後にあるマクロな地理学者らしい学びとして「他の研究者に学ぶ」「自らの経験に学ぶ」姿勢があること，が明らかとなった。最後にこれらの成果をふまえて，地理教師が教材研究のために地理学論文を読み解く上で重要な視点や方法として，「論文題目や章・節のタイトルに注目する」「解釈が生まれてくる根拠（エビデンス）とその集め方に注目する」「参考文献や註釈・特記事項に注目する」「論文の背後にあるコンテクストに注目する」の４点を提案した。

The current study focused on a research study conducted by a geographer, and aimed to understand “What are the aspects of learning process that are unique to geographers?” and “How can we apply the processes to a geography teacher’s reading of a geography research paper for the purpose of teaching material studies?” For that purpose, the current manuscript analyzed the processes and the background of writing of a geography research paper through an analysis of composition and construction of the paper, and conducted an interview with its author. The focus of this investigation was “Transformation of Himalayan Mountain Village under India’s Rapid Economic Growth: Case Study of Uttarakhand State” (Okahashi et al., 2011), a geography research paper that disseminated the regional research of modern India, and the research of its lead author Dr. Hidenori Okahashi. The analysis indicated that the processes of paper completion consisted of the following 5 stages; “constructing a research design,” “preparation and execution of field research,” “reflection and interpretation,” “refinement of the framework of regional image,” and “writing.” There were aspects of paper writing that were unique to a “micro” geographer, which included “learning from the field and collaborators” and “learning from data.” There also were aspects of paper writing that were unique to “macro” geographer, which included “learning from other researchers” and “learning from one’s own experience.” Based on these findings, we made 4 proposals as important viewpoints and methods in reading a geography paper as part of a teaching material study, which were, to “take note of the titles of the paper and its chapters,” “focus on the evidence that produced interpretation, and its collection method,” “take note of references, annotations, and special notes,” and to “pay attention to the context behind the paper.”