Abstract
The purpose of this paper is to clarify the theory and practice of narrative history education at the attached primary school of the Tokyo Higher Teachers College. This school presented information such as the viewpoint of teaching materials, educational methods, and the explanation of the government-designated textbook on education research('kyoiku-kenkyu'). History education research achieved a pioneering role through this school. Furthermore, the school refined the teaching methodology of the three formal steps which was originally based on the Herbart school in the Meiji era. The instructional method of teaching history through narration based on the government-designed textbook was established. Yoshinao Yamada's history education practice can be characterized by the following three points: (1) history education through narration was introduced and became established in the teaching process in order to arouse children's 'imaginative intuitions', and to clarify historical phenomena; (2) teaching and learning was focused on teachers' narration, and children's feelings towards history were generated by teachers' abundant knowledge; (3) class contents (historical phenomena) were taught according to children's developmental stages in 'verstehen' theory, so that children could intuitively and fully comprehend the target contents.
