体育科教育学研究
Online ISSN : 2187-106X
Print ISSN : 1342-8039
29 巻 , 1 号
体育科教育学研究
選択された号の論文の9件中1~9を表示しています
原著論文
  • 今関 豊一, 高橋 健夫
    2013 年 29 巻 1 号 p. 1-22
    発行日: 2013/03/25
    公開日: 2013/04/25
    ジャーナル フリー
    Te purpose of this study was to reveal the issues concerning the framework for the learning contents and positioning of them in the process developing the Course of Studies for Physical Education for 10 years afer World War II.1 In the frst stage of the period afer World War II, the theoretical framework for the subjects was regarded as “objectives - teaching materials - methods," in which learning contents were ambiguously included in teaching materials in the Course of Study for School Physical Education in 1947, the Course of Study for Elementary School Physical Education (draf) in 1949, and the Course of Study for Middle and High School Health and Physical Education (draf) in 1951. Tis resulted in the situation where physical activity was considered as means for achieving objectives, and therefore, the concept of the learning content became ambiguous and the positioning of the learning content in the theoretical framework of the subject remained unclear.2 Even at the time of 1951, the relationship between the concepts of teaching materials and learning content was ambiguously defined. The concept of "learning content" was used for both "teaching materials" and "learning activity," and was not clearly defined. However, considering the fact that not only physical activity was evaluated for promoting development but also the cultural meaning of physical activity as leisure activity was recognized through the evaluation method for teaching materials, some advance could be seen comparing to the examples of activities in the past, and thus a fedging could be seen in the learning content.3 In the revised edition of the Course of Study for Elementary School Physical Education in 1953, the learning content consisted of the objectives that were made clear and concrete from children's standpoint, and was widely defned including the cultural meaning of physical activity. Tis fact lef some unclearness, but can be said to have the way of thinking for the conceptual framework of learning content in current physical education.4 As stated above, in the decade afer World War II, the learning content was not defned or positioned from the aspect of cultural values that physical activity itself has, and therefore the learning content could be specifc objectives of each grade in school, but could not be the one which could be steadily learned by children.
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