巻号一覧
49 巻, 4 号
選択された号の論文の3件中1～3を表示しています
- |<
- <
- 1
- >
- >|
-
認知的・情意的側面と象徴要素から吉田 剛2002 年 49 巻 4 号 p. 1-17
発行日: 2002/03/25
公開日: 2010/04/30
ジャーナル フリーThe objective of this paper is to consider the core images of high school students on continents and nations based on an SD analysis and free association survey, while also clarifying the entire structure centered on the relationship between cognitive and affective aspects. Four major results were observed.
(1) Based on the evaluation standard survey results, disparities with actual geographical details were occasionally seen in the evaluation results. The possible causes are that the character of neighboring countries and continents to which countries belong is strongly reflected and the inability of students to evaluate in detail due to their lack of knowledge.
(2) Based on the results of the factor analysis, three factors were deduced for affective images. These factors are generally interpreted as “evaluation, ” “power, ” and “activities, ” which are similar to the claim by Osgood.
(3) Four correlations were seen between the factors of both images, and these correlations are summarized in Fig. 1, along with the analysis results. As a result, the entire structure of the images centered on the relationship between cognitive and affective aspects was clarified.
(4) Many of the major details of the continents and countries are created based on information recognized by students. This information is strongly influenced by school textbooks and the mass media, which act as filters to disseminate information.抄録全体を表示PDF形式でダウンロード (1873K) -
日英教科書分析を通して吉水 裕也2002 年 49 巻 4 号 p. 18-31
発行日: 2002/03/25
公開日: 2010/04/30
ジャーナル フリーThis paper is written with the object of clarifying the patterns of problem-finding in geographical education. The patterns of problem-finding are directly concerned with the contents of social studies.
The results are as follows.
From the analysis of Japanese textbooks:
1. Problem-finding is neglected in geography textbook in junior and senior high school as the grades advance.
2. The questions for study are well explained in elementary and junior high school.
3. The problem-finding scenes to understand the process of industrial development are rarely dealt with in the unit on industry.
4. Almost all of problem-finding scenes are answerable with commonness.
From the analysis of ‘Key Geography’ in the geography textbooks in UK:
5. The questions for study are well explained in ‘Key Geography’.
6. There are problems about commonness and of local peculiarity in ‘Key Geography’. Pupils are able to recognize the local peculiarity based on theories of locating.
7. Problems about location requirement are systematically arranged in ‘Key Geography’.
Industry studies are done by the inquiry into the change of the location requirement.抄録全体を表示PDF形式でダウンロード (1735K) -
伊能忠敬の地図を活用した地図学習渡邉 伸樹2002 年 49 巻 4 号 p. 32-38
発行日: 2002/03/25
公開日: 2010/04/30
ジャーナル フリーPDF形式でダウンロード (3060K)
- |<
- <
- 1
- >
- >|