Departmental Bulletin Paper 高校日本史における「歴史的思考力」育成の課題ー静岡県東部の「授業時間数」を事例に―
Development of “Critical Historical Thinking” at High School Level ーIn the Context of Class-time Allotment in Eastern Shizuoka High Schoolsー
Development of “Critical Historical Thinking” at High School Level ―In the Context of Class-time Allotment in Eastern Shizuoka High Schools-

渡邉, 明彦

5pp.135 - 145 , 2017-03-31 , 愛知教育大学大学院・静岡大学大学院教育学研究科共同教科開発学専攻(後期3年博士課程)
In recent years, the principal debate with regard to approaches to the teaching of history has concerned criticism of the traditional “Group tuition” “information cramming” approach, in which notes on the board accompany a continuous presentation by the teacher. In the wake of the submission of the “final report” from the High School/University Connection System Conference in March 2016, which dictated the need for the introduction of “active learning”, this concept, placing emphasis on fostering the ability to think critically about history (“critical historical thinking”), is set to be introduced into history teaching. What “active learning” actually is must be questioned, but the necessary pre-requisites for developing “critical historical thinking” are the availability of highly specialized teachers and securing quality lesson time. However, as “World History A”, “World History B”, and “Geography A” have been grouped together as compulsory subjects “Combined History (provisional title)” (2 credits) and “Combined Geography (provisional title)” (2 credits), and the existing “Japanese History B” (4 credits) will become the elective course “Exploration of Japanese History (provisional title)” (3 credits), high school “History” credits will decrease in number under the “ Proposed New Curriculum”. Examining the current issues facing the “front lines” of history teaching using Eastern Shizuoka Prefecture’s “class time” as an example, it is more likely that, given the already insufficient time spent studying the “text book”, these texts will be further neglected as available class time is reduced, and group work and debates referred to as “active learning” will take place, not as a part of the overall teaching plan, but in all classes. Consequently, any real scope for developing “critical historical thinking” will decrease. Given the diminished class time available, is not the establishment of “basic historical knowledge” and an understanding of the overview of history through the “group tuition” method of “knowledge cramming” the best way, under the circumstances, to develop a basis for “critical historical thinking”?

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