An Analysis of "Village" and "Rural Planning" Education as the Area Study in the Elementary School in the Rural Area

农村小学“乡村”与“乡村规划”教育作为区域研究的分析

• 批准号: 12650612
• 负责人: SOSHIRODA Akira
• 金额: $ 1.22万
• 依托单位: Tokyo Institute of Technology
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12650612/
• 关键词: Regional Promotion; Community Design Learning; Social Sub-Textbook; Environmental Education; Integrating Studies; 住民参加; むらづくり; 新潟県; 地域教育

For the civil participation to the regional promotion in the rural villages, this paper aims to clarify how they teach "village" to the pupils in Niigata prefecture, and how they educate them for "rural planning" as a method for resolving the problems and attaining an ideal. After revealing them, this elucidates how they conduct the "rural planning education" in the environmental education and the integrating studies. For these analyzes, social sub textbooks of 71 villages in Niigata and a questionnaire are utilized.The conclusions are mainly as follows.(1) The educational contents of social sub-textbooks are classified into 13 items. Among them, "geography ＆ natural environment" and "regional culture ＆ history" are taught in the almost all of the sub-textbook. This says that they teach "village" through the nature, agriculture, and traditional culture, which are familiar theme for the pupils.(2) In the description about "rural planning", the ideals are explained paradigmatically and abstractly. On the other hand, the problems are taught objectively and concretely. About the planning as a method for resolving the problems and attaining an ideal, the development type is double of the preservation type, and it has a tendency to explain that the rural planning is to develop the life environment of the region.(3) There is a similarity between the contents of "rural planning" education and the environmental education and the integrating studies in the point of to recognize the natural environment, but the combination of them is not taken into consideration. On the step of the 3rd and 4th grade of the elementary school, the concept of planning is hardly introduced into the area studies. To know the characteristics of the village and to preserve it is put emphasis in the social studies of the elementary school.

针对乡村振兴中的公民参与，本文旨在阐明新泻县如何向学生教授“乡村”，以及如何教育他们“乡村规划”，以此作为解决问题和实现目标的方法。揭示了他们的理想后，阐明了他们如何在环境教育和整合研究中进行“乡村规划教育”，利用新泻县71个村庄的社会子教材和问卷调查。 (1)社会副教材的教育内容分为13个项目，其中几乎所有的副教材都讲授“地理与自然环境”和“地域文化与历史”。他们通过自然、农业、传统文化等学生熟悉的主题来教授“乡村”。(2)在对“乡村规划”的描述中，一方面对理想进行了范式、抽象化的阐释。被客观地教导具体来说，规划作为解决问题、实现理想的手段，是开发型和保护型的双重，并且倾向于解释乡村规划是为了开发区域的生活环境。（ 3）“乡村规划”教育与环境教育和整合研究的内容在认识自然环境方面有相似之处，但在第三步中没有考虑它们的结合。以及小学四年级的概念小学的社会研究重点是了解村庄的特征并保护它。