巻号一覧
54 巻, 4 号
選択された号の論文の5件中1～5を表示しています
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高等学校地理学習への活用室谷 茂2007 年 54 巻 4 号 p. 1-18
発行日: 2007/03/25
公開日: 2010/04/30
ジャーナル フリーPDF形式でダウンロード (2204K) -
佐々木 智章2007 年 54 巻 4 号 p. 19-33
発行日: 2007/03/25
公開日: 2010/04/30
ジャーナル フリーThe purpose of this study is to clarify the transition of Japanese agricultural community in Yguazu, Paraguay, by analyzing the colonization program, Japanese farm management, and Japanese organizations. Yguazu colony was established by the present-day JICA in 1961. Although many Japanese immigrants moved out because it was difficult to adapt to the local environment, remaining Japanese farmers expanded their scale of management by buying farmland from those moved out of the colony. Those who moved to Yguaz from other colonies in Paraguay lead the development of farming by introducing new agricultural methods such as no-tillage farming. As a result Japanese agriculture developed from the small-scale vegetable production to the large-scale farming of soybeans.
While farmers' strategies for survival were successful, various Japanese organizations helped them develop their cohesive farming community and agricultural economy. Yguazu Agricultural Association contributed to the development of immigrant farming by establishing cooperative marketing, enabling cooperative purchase of materials, and providing capital that was difficult to obtain privately.
The Japanese community based on farming in Yguazu began to change with the transition of Japanese farming. Japanese organizations, which were to promote the benefit of Japanese, have become to pay more attention to the development of local economy and the welfare of non-Japanese residents. The Regional Promotion Society supports non-Japanese, while Japanese Language School teaches Japanese to non-Japanese students. Such a change has shown remarkably since the latter half of the 1980s when Yguazu began to prosper due to the development of agricultural economy.抄録全体を表示PDF形式でダウンロード (2758K) -
和辻哲郎の風土論を基に山口 幸男2007 年 54 巻 4 号 p. 34-42
発行日: 2007/03/25
公開日: 2010/04/30
ジャーナル フリーPDF形式でダウンロード (1234K) -
大関 泰宏2007 年 54 巻 4 号 p. 43-52
発行日: 2007/03/25
公開日: 2010/04/30
ジャーナル フリーPurpose of this study is to clarify a phase of the present situation on geography education in Slovakia, with considering the overall educational system, classroom lesson, and contents sequence of geography workbook. Sources of the consideration are derived from the white paper of education, web pages of newspaper, educational standards, school textbooks, workbooks and observation in classroom. The results are summarized as follows.
The primary school in Slovakia comprises nine grades divided into two levels of 1st-4th grade and 5th-9th grade. Though the former contains geographic contents of education, the established and independent subject of geography starts from the latter 5th grade, of which total lesson hours in the 5th-9th grade are three times more as compared to the Geographic Field of Social Studies in Japanese junior high school.
Sequence of geography education in Slovakia is characterized by five years consistency, physical geography, and descriptive regional geography. The content starts from earth as a whole, through continents and countries, following with Slovakia and its internal regions, which means concentric lerning structure but showing reverse arrangement to the case of Japan. Physical geography takes an important position both in volume and quality, including contents of geology, astoronomy and ecology. Regional geography takes a style of static and rigid items of location, nature, population and economy. In Slovakia, more attention is payed on world geography than Slovakia one, in the background of geographic and socio-economic conditions such as inland country located in the Central Europe, reintegration into the capitalist economy, and active labor migration for foreign employment opportunity.
There are many problems on Slovak education, especially on teacher's lower salary and insufficient preparing of information equipment and renewed school textbook. Reform is needed for not only financial support but also education itself, saying “stop memorizing and start questioning”. Along this way, Slovak geography education will alter in reducing volume of contents and approaching student-centered learning. Even so, more lesson hours, contents consistency, and esteemed physical geography are characteristics of education in Slovakia as well as future items for educational reform in Japan.抄録全体を表示PDF形式でダウンロード (3004K) -
市町村の人口データを利用して伊藤 智章2007 年 54 巻 4 号 p. 53-60
発行日: 2007/03/25
公開日: 2010/04/30
ジャーナル フリーPDF形式でダウンロード (2807K)
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