African Studies focused on Kenya, Senegal and Zambia for Comprehensive Learning

非洲研究重点关注肯尼亚、塞内加尔和赞比亚，进行综合学习

基本信息

批准号：
09680236
负责人：
OTSU Kazuko
金额：
$ 0.7万
依托单位：
Hokkaido University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

项目摘要

I categorized possible curricula of Comprehensive Leaming into three types' subject-based, theme-based and ner-based, and created teaching materials of theme-based curriculum. I chose Africa as a theme due to two reasons. First I primarily aimed at developing abilities "to look at and approach problems as a member in a global society, " "to understand, accept and tolerate different cultures, " and "to think in a critical and systemic way." Second, there are few teaching materials on Africa at the moment in Japan. In many countries, in particular, sub-Saharan area, issues concerning poverty, conflicts, refugees and environment have become serious. Developed countries including Japan have increased international aid and cooperation to those countries. I focused three sub-Saharan countries : Kenya, Senegal and Zambia Kenya has developed tourism by using wildlife. Senegal is a Muslim country where people's life is characterized by Islam. Zambian Government has challenged educational development in terms of "Programme for the Advancement of Girls' Education." I tried to emphasize people's life and culture as well as problems facing them in order to encourage students to enjoy different cultures as well as to understand problems. Students are expected to understand commonalties among three countries and differences between African culture and our own culture, Aiming at developing abilities mentioned above, I organized variety of learning activities such as simulation, role-playing and games. The following are the contents of model lessons. I. Citizenship for the Century. II. Kenya : Stories of African elephants. Let's go safari. Women in development. Multiethnic society. III. Senegal : people's life. Religion in daily life. IV. Zambia : People's life. Education for children. Teachers who try to teach these lessons can borrow supplements : slides, videotapes, music tapes, musical instruments, traditional cloths, some commodities from.

我将综合学习可能的课程分为主题型、主题型和学生型三种类型，并制作了主题型课程的教材。我选择非洲作为主题有两个原因。首先，我的主要目标是培养“作为全球社会的一员看待和处理问题”、“理解、接受和容忍不同文化”以及“以批判性和系统性的方式思考”的能力。其次，目前日本有关非洲的教材很少。在许多国家，特别是撒哈拉以南地区，贫困、冲突、难民和环境问题日益严重。日本等发达国家加大了对这些国家的国际援助与合作。我重点关注三个撒哈拉以南国家：肯尼亚、塞内加尔和赞比亚。肯尼亚通过利用野生动物发展旅游业。塞内加尔是一个穆斯林国家，人们的生活以伊斯兰教为特色。赞比亚政府通过“促进女童教育计划”对教育发展提出了挑战。我试图强调人们的生活和文化以及他们面临的问题，以鼓励学生享受不同的文化并理解问题。希望学生了解三个国家的共性以及非洲文化与我们自己文化的差异。为了培养上述能力，我组织了模拟、角色扮演、游戏等多种学习活动。以下是示范课的内容。 I. 世纪公民身份。二.肯尼亚：非洲象的故事。我们去狩猎吧。妇女在发展中。多民族社会。三．塞内加尔：人们的生活。日常生活中的宗教。四．赞比亚：人民的生活。儿童教育。尝试教授这些课程的教师可以借用补充材料：幻灯片、录像带、音乐磁带、乐器、传统服装和一些商品。