Earticle

초록

영어

This paper focused on how the learning how to learn was manifested in the history textbooks of middle schools in Japan. Above all, this paper investigated characteristics of curriculum in social studies (history field) of middle schools in Japan. In this paper, we focused on learning how to learn through investigative study of community history, which is part of education of history, in order to get to the bottom of curriculum in Japan. Specifically, we focused on textbooks published by Tokyoshoseki which is the most likely to be adopted among 8 types of history books for middle school students in Japan. The analysis indicated that middle school of history textbooks in Japan emphasized on how to learn, on the assumption that the learning capacity of students might improve if they learn how to learn though the learning content was reduced. In particular, we organized theme learning separately, so that students could learn how to learn through investigative study of community history. In this way, the change in the history textbooks in Japan has significant implications for the history education and history textbooks in Korea for upcoming years. it is time that the focus of history book should in the function center and learning how to learn.

목차

ABSTRACT
 1. 문제제기
 2. 학습지도요령의 검토
 3. 교과서에서 ‘학습방법의 학습’의 구현
 4. 맺음말
 參考文獻

키워드

저자

• 金俸奭 [ 김봉석 | 서울龍馬初等學校 敎師 ]
• 李明熙 [ 이명희 | 公州大學校 歷史敎育科 副敎授 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  일본학보 [The Korean Journal of Japanology]

• 간기

  계간

• pISSN

  1225-1453

• 수록기간

  1973~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 913 DDC 952