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幼小中高一貫地理教育カリキュラムにおける持続可能性の概念とウェルビーイング
https://mue.repo.nii.ac.jp/records/2000054
https://mue.repo.nii.ac.jp/records/2000054f2e01cb5-d233-405a-ab9b-45af63e0fdc6
名前 / ファイル | ライセンス | アクション |
---|---|---|
幼小中高一貫地理教育カリキュラムにおける持続可能性の概念とウェルビーイング (2.3 MB)
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Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
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公開日 | 2024-04-18 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | 幼小中高一貫地理教育カリキュラムにおける持続可能性の概念とウェルビーイング | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Theoretical Relationship between the Concept of Sustainability and Well-Being in Geography Education Curriculum K-12 | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 地理的概念 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 持続可能性 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | ウェルビーイング | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 近未来社会的市民性 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 系統 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Geographical Concepts | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Sustainability | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Well-being | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Near Future Social Citizenship | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | System | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者名(日) |
吉田, 剛
× 吉田, 剛 |
|||||
抄録(日) | ||||||
内容記述 | 本稿は,幼小中高を一貫する地理教育カリキュラムにおいて持続可能性の概念とウェルビーイングを関係付ける理論づくりを中心に運用の点も含め,総論となる理論を精緻化することを目的とした。主な成果は,次の三つにまとめられる。(1)吉田(2023a)によって持続可能性の概念が明確に地理的概念として位置付けられたことについて,進歩的な成果の一つとして評価した。また地理的概念の階層性や順次性の特徴が,知識の再構成などの際のベンチマークとなって役立てられることや,持続可能性の概念において反映されることについて考察した。さらに一貫地理教育カリキュラムにおける三つの構成領域と学習指導要領「資質・能力」の双方は,地理的概念の扱い方において差異を伴うが,概ね対応することを考察した(第2図)。(2)エコシステムの中にいる個人のウェルビーイングの実現が,持続可能性の概念の三つの要素と連動し,それが社会のウェルビーイング資本へ繋がり,再び個人のウェルビーイングの実現に還元され,民主主義の進展や国民統合の向上などに関係付けられ,近未来社会的市民性の育成が目指される理論について論じた(第3図)。(3)幼小中高一貫地理教育カリキュラムの理論と運用に関する内容や留意点について,21項目から整理し直し,一貫地理教育カリキュラムの総論となる理論の精緻化を図った。 | |||||
抄録(英) | ||||||
内容記述 | The purpose of this paper is to develop a theory that links the concept of sustainability and well-being in the Geography Education Curriculum K-12, and to refine the theory, including its application. The main results can be summarized into the following three parts. (1) The concept of sustainability discovered by Yoshida (2023a) was clearly positioned as a geographical concept, which was evaluated as one of the progressive results. It also considered how the hierarchical and sequential characteristics of geographical concepts can serve as benchmarks for things such as the reorganization of knowledge, and how they are reflected in the concept of sustainability. Furthermore, we considered that the three component areas of geography education curriculum K-12 and the curriculum guidelines for competency generally correspond, although there are differences in how geographical concepts are handled (Figure 2). (2) The realization of the well-being of individuals within the ecosystem is linked to the three elements of the concept of sustainability, which leads to the well-being capital of society, which in turn returns to the realization of individual well-being. Then in this paper, we discussed how this theory is related to the progress of democracy and the improvement of national integration, and how it will become a theory aimed at fostering social citizenship in the near future (Figure 3). (3) 21 items are presented regarding the theory and operation of geography education curriculum K-12. Overall, we have attempted to refine the theory that will become the general theory of geography education curriculum K-12. | |||||
言語 | en | |||||
雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA1125110X | |||||
書誌情報 |
ja : 宮城教育大学紀要 巻 58, p. 141-157, 発行日 2024-03-31 |