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ユネスコの提示する価値「持続可能な開発」の 学校教育における受容に関する比較研究:基礎資料の整理
https://mue.repo.nii.ac.jp/records/438
https://mue.repo.nii.ac.jp/records/4388d795006-4b11-4a95-a657-1b73436d0dc1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ユネスコの提示する価値「持続可能な開発」の 学校教育における受容に関する比較研究 (10.6 MB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2015-02-16 | |||||
| タイトル | ||||||
| タイトル | ユネスコの提示する価値「持続可能な開発」の 学校教育における受容に関する比較研究:基礎資料の整理 | |||||
| タイトル | ||||||
| タイトル | A Comparative Study on the Adaptation of UNESCO’s Values “Sustainable Development” to School Education:Research of the Basic Documents | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | ユネスコ | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 価値教育 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 持続可能な開発 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 受容モデル | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 学習指導要領 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | コンピテンシー | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | サステイナブル・スクール | |||||
| 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 |
市瀬, 智紀
× 市瀬, 智紀 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This is the research of the acceptance of the value of “Sustainable Development” to School Education. The aim of this research is to compare the adaption of the “Sustainable development” to the school education such as UK, Germany, Sweden, Australia and China which are leading countries of the ESD for the acknowledgement of the condition of the adaptation of Japanese education. For this analysis, this research utilizes two methods; Descriptive bibliography analysis of UNESCO database (UNESDOC) and creating a matrix consisted with the acceptance model of the values. Descriptive bibliography analysis of the UNESCO database (UNESDOC) shows that the value of “Sustainable Development” first appeared in 1974 and it was rapidly increased after the WCED (World Commission on Environment and Development) was hold in 1987. During the WSSD (World Summit on Sustainable Development), this value surpassed other values such as human rights and peace. It also became the most important value at the beginning of the Decade of Sustainable Development in 2005. Experimental practice in the schools was started around 2000 in Germany, Australia and China. Recently the number of schools involved in Education for sustainable development (ESD) are widely spread and the number of schools reached up to 30％ in one country. The concept of sustainable development was involved in curriculum guideline in the UK, Sweden and Japan. The holistic and integrated approach with the engagement of wider community was stressed in such counties as Australia, Germany and China. Japanese Ministry of Education decided to activate UNESCO Associated School Project as the base of Education for Stainable Development in 2008. It is the only way to utilize the UNESCO Associated School network as the network of ESD. This research also pointed out the need to clarify the cycle of the practice and the evaluation process in Japanese ESD schools, which is clarified in other countries. |
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| 書誌情報 |
宮城教育大学紀要 en : Bulletin of Miyagi University of Education 巻 49, p. 305-318, 発行日 2015-01-28 |
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| 出版者 | ||||||
| 出版者 | 宮城教育大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13461621 | |||||
