高等学校地理A における地形を扱う学習の内容・展開に関する考察

抄録

In this research, after dealing with the handling of topographic terms in high-school Geography A textbooks, we examined the practicality of the usage frequency of these terms and their application to other units. The Geography A textbooks of the current course explain several terms related to landform; however, the descriptions often explain the concepts of terms and terrain, irrespective of the frequency of appearance. In Geography A, the relationship with everyday life is considered to be crucial to limit the number of terms used and explanations as well as reduce the number of terms to be learned. To develop a system that learns the mechanism of the topographic phenomena, it is necessary to review the whole person. In addition, the frequency of the usage of the terms learned by the terrain unit in other units of the later stage is considerably low. Therefore, a need exists to reconsider the unit structure, which is largely based on cooperation with other units. In the disaster prevention unit, the description that the topographical learning is relatively earlier than the other units is active is given. However, among them, insufficient points, such as a sudden increase of the new terminology, which did not appear in the topographic unit, and the invisible mechanism of the disaster phenomenon, can be observed. To protect ourselves from disasters and enhance disaster prevention awareness, it is essential to obtain the minimum necessary natural scientific knowledge using Geography A. As long as the contents to be learned are included in traditional memorization learning, the interest in learning as a geography itself/learning motivation may decrease. In practice, it is currently not feasible to revise the guidelines for teaching; however, in the future, it is anticipated that it will become a more practical course by reviewing how to comprehensively learn geography.