Departmental Bulletin Paper 教師の主体的なカリキュラム調節を支援する社会科カリキュラム開発原理 : 逆向き設計論に基づく米国改訂版NCSSカリキュラムスタンダードを事例として
A Principle of Curriculum Development Supporting Social Studies Teachers in their Gatekeeping : Focusing on the Revised NCSS Curriculum Standards Based on the Theory of the Backward Design in the U.S.

堀田, 諭

54pp.478 - 489 , 2015-03-31 , 東京大学大学院教育学研究科 , The Graduate School of Education, University of Tokyo , 東京大学大学院教育学研究科教育内容開発コース
This paper aims to clarify a principle of curriculum development supporting social studies teachers in their gatekeeping. Gatekeeping, Thornton (1991) pointed out, is that includes the decisions teachers make about curriculum and instruction, and the criteria they use to make those decisions. In this study, it is focused on the revised NCSS curriculum standards. One of some purposes is that the standards help all teachers developing their meaningful social studies curriculum. I illustrate the process of curriculum development based on the theory of backward design by Wiggins and Mctighe.This paper comes to two conclusions and one implication. First, we can develop the social studies curriculum premised content standards by using the NCSS standards based on the theory of backward design. Second, the revised NCSS standards have the function of supporting social studies teachers in their curriculum development by using the thematic strands. Third, therefore, the position and the function of the NCSS standards that help social studies teachers in their curriculum development and practice represent the role of social studies education.

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