巻号一覧
52 巻, 2 号
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中学校地理教科書記述の分析を通して近藤 裕幸2004 年 52 巻 2 号 p. 1-21
発行日: 2004/09/25
公開日: 2010/04/30
ジャーナル フリーYamasaki Naomasa was a professor of Tokyo Higher Normal School and Tokyo Imperial University. He established the study of Geography of Japan prewar times (before WW II), and then had an effect on geography teaching in junior high school prewar times. Because he insisted on treating the theory of man-land relationship in geography teaching and world geography textbooks. The theory of man-land relationship is defined as the geographical methodology, which correlate physical and human geography. Needless to say, this theory is one of the important concepts in geography.
But his insistence was not clearly reflected in the textbooks he wrote. We can only find enumerating descriptions and meticulous accounts in his textbooks in lack of above methodology and concept.
It would appear that a cause of these facts was connected with Geomorphology he studied specially. Generally speaking, geomorphology is defined as the study of not connecting physical and human geography in a positive way.
On the other hand, Ogawa Takuji -a professor of Kyoto Imperial University-played an active role in Human Geography of the same age with Yamasaki. Ogawa said “we considered the relationship between physical and human phenomenon in human geography” In fact, Ogawa wrote textbooks on the basis of the theory of man-land relationship.
Consequently, it would appear that the difference of scholarship may account for the study of geography teaching prewar times in Japan. In other words, due to these characters of scholarship which had a tendency of segmentalization and singularization, affected geomorphology, education furthermore. Conclusively we can see the description in geography textbooks without correlating physical and human geography.抄録全体を表示PDF形式でダウンロード (3224K) -
河村 克典2004 年 52 巻 2 号 p. 22-33
発行日: 2004/09/25
公開日: 2010/04/30
ジャーナル フリーPDF形式でダウンロード (1267K) -
「知識獲得型」の学習における教育効果の検証伊藤 智章2004 年 52 巻 2 号 p. 34-43
発行日: 2004/09/25
公開日: 2010/04/30
ジャーナル フリーThis study aims to clarify the problems of using GIS in a high school geography class, and tries offer suggestions that would help to increase it use. Today, GIS is not a popular tool among Japanese high school teachers because it is only used in a “self research” style of study. Through examination, the author has found that GIS should be used not only in this “self research” style study, but also a “lean and remember” style of study. Recently, GIS has been introduced as just a study tool which students can use by themselves. The author claims it is necessary to use GIS as an in-class learning tool, to utilize it by incorporating topographical maps.
Using this method, students indicated that they enjoyed studying topographical maps. GIS benefited students to see maps more freely. However, the problem was that the computer skills of the students had a great influence on students interests. Some students were frustrated with GIS because of their negative feelings toward computers.
In the present study, the author believes that GIS is useful for geographical learning. Today, geographical studies, within Japanese high schools puts an emphasis on learning and remembering. Many teachers in Japan tend to think that GIS has no advantage in this process, and that it is hard to use GIS in every class because they have to teach students other concepts. This study explains the benefits of using in classroom. In order to break the status quo, it is important that high school teachers improve the idea for using GIS. This study makes the argument that GIS usage should be a regular learning.抄録全体を表示PDF形式でダウンロード (2995K)
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