This report aims to clarify the originality and features of subject pedagogy research in Japan. First, the “definition and features of subject pedagogy research in Japan,” which were clarified at the academic conference, are explained. Next, based on the research view of subject pedagogy, the home economics education research that has been conducted in search of the “essence of home economics education” and “the way of home economics education” is reported. Specifically, the subject of research was clarified from the “view of home economics education as the base of research.” As a methodology for solving this problem, “examination and discussion of the theory” of home economics educational content development using “normative / theoretic research”, and “educational content research and development” based on the theory is presented. From this home economics education research, “the features of subject pedagogy research” that has been performed so far and “future subjects” are considered.

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The purpose of this study is to explore mathematics teaching practices and explain how to use the commognitive approach to cognition to analyze teaching practices for teacher education. This study examines classroom discourse in general and a teacher’s discourse in particular, which is a relatively unknown aspect of the discursive structure of teaching mathematics (DSTM) for teacher education. Three areas of the teacher’s DSTM can combine to afford the opportunity for us to better understand how a teacher and students develop their discursive activities and build a learning community.

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China’s “Double First Class” initiative is a strategy implemented by the country aiming at midcentury higher education development, an important task in making China an international higher education power, also a nationwide strategic planning after “Project 985” and “Project 211” in higher education area and a dynamic and systematic project with ongoing development. The article summarized the historical background and the internal logic of “Double First Class” initiative and analyzed the existing difficulties China higher education is facing. The researcher advanced that China “Double First Class” development should go beyond the traditional path dependence and its derivatives, adhere to the De-administration principle to build a modern university system, all of which would be conducive to the successful building of “Double First Class”. This concept applies to building first-class university as well as building first-class disciplines. The goal and the path of building first-class disciplines in School of Sports Science and Physical Education, Nanjing Normal University, are set with the guidance of this concept.

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The purpose of this study is to examine “what has been clarified in classes” in articles published in the institutional journals of national academic societies on social studies education. I would like to add the research trend in the past 8 years from 2011 to 2018. In short, the number of the evaluation and the analysis research papers is increasing more than the development research papers of all the journals. The evaluation and analysis researches have recently had a similar feature to the development research. This is also a tendency to describe the essence of methodologies, the content of structural theories, principles related to character building and subjects taught. What is the model of social studies that should be used as a norm from empirical research? Ikeno poses questions related to why social recognition education can be reinterpreted in terms of social studies; what society is; what kind of relationships learners should have; and how can they relate to society; stating that these can all be used as subject matters for research domains. Perhaps these can be positioned as a “foundation” that connects both areas of education and research, which are the grounds for the above mention. We see this “foundation” as synonymous with “norms.” This will encourage reconsideration of the uniqueness and characteristic properties of the subject education research and the research on educational departments.

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There are different kinds of research on pedagogy in China. In this paper, the representatives of different kinds of research, researchers and institutions were selected to show the whole picture of China. This paper also tried to explain how learning and teaching in schools transferred from teaching-centered to teaching less and learning more, and finally to learning-centered under the influence of above researches.

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Korean Teachers are to connect school learning with student’s life and life-based, in order to diminish or reduce the gap between learning and living. I view this tendency of teaching and learning school subjects in Korea, appearing as ‘Curriculum Reconstruction’. Therefore, in this paper, I introduced how the shape and content of ‘Curriculum Reconstruction’ was formed. In this sense, I summarized the three Education Movements and searched how the Korea formed culture of teaching and learning school subjects. And I explained the phenomena of ‘Curriculum Reconstruction’ in Korea.

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