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Title: 「教授学、カリキュラムに出会う」プロジェクトの到達点 --アメリカのカリキュラム研究とドイツ教授学の結節点をめぐって--
Other Titles: Research on "Didaktik meets Curriculum" Project: Focus on the Relation between Curriculum Studies and Didaktik
Authors: 市川, 和也  KAKEN_name
Author's alias: ICHIKAWA, Kazuya
Keywords: ドイツ
教授学
カリキュラム
レーアプラン
アメリカ
Germany
Didaktik
Curriculum
"Lehrplan"
USA
Issue Date: 26-Mar-2020
Publisher: 京都大学大学院教育学研究科
Journal title: 京都大学大学院教育学研究科紀要
Volume: 66
Start page: 15
End page: 28
Abstract: 本稿では1990年代にヨーロッパと英語圏で行われた「教授学、カリキュラム研究と出会う」プロジェクトの到達点と課題を検討した。本稿では特に教授学とカリキュラム研究がどのように結びつけられて受容したかに注目した。アメリカの教育科学研究においては19世紀以来教師の実践を軽視する教育科学研究が台頭したという問題背景が存在した。そのため、アメリカはドイツ教授学における教師の自律性や、教授学の、生徒や歴史的状況、教材など具体的な実践の文脈に注目する解釈学的アプローチに注目した。その際にアメリカで受容されたのはクラフキーの教授学的分析であった。また、ドイツ語圏ではPISAによって教師の自律性が制限される中、シュワブの「実践的であること」を受容することで、現在の教育問題に取り組もうとした。このように双方が抱える問題に対する解決方法がカリキュラム研究あるいはドイツ教授学のなかに見出され、受容されていったといえる。
This paper clarifies the relation between curriculum studies and Didaktik studies by the "Didaktik meets Curriculum" project performed between Europe and USA in the 1990s. This paper focuses on how Didaktik and curriculum studies were combined and accepted in Europe and USA through this project. In USA, the science of education traditionally neglected practice in the classroom since the 19th century. To solve this problem, researchers from English-speaking countries focused on autonomy of teachers in the Didaktik tradition and accepted an interpretive approach of Didaktik that pays attention to the practical roles of teachers in educational research. Some researchers from English-speaking countries accepted Wolgang Klafki's Didaktik analysis that was widespread in German-speaking countries. On the other hand, in the German-speaking countries, PISA-Shock limited teacher's autonomy by educational standards, and Rudolf Künzli attempted to solve current educational problems by accepting Joseph J. Schwab's concept of "The Practical." This paper clarifies that each researcher accepted solutions to the problems found in curriculum studies or Didaktik.
URI: http://hdl.handle.net/2433/250364
Appears in Collections:第66号
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