戦間期オーストリアの郷土科カリキュラムに関する一考察 : ルートヴィヒ・バッティスタの理論と実践に焦点をあてて

Abstract

This study of the Curriculum of Heimatkunde in Austria between the two world wars focuses on Ludwig Battista, who greatly influenced Austrian Schoolreform. His curriculum of Heimatkunde is organized by pictures of Heimat (hometown), which makes one unit. One picture is related to the next one. The concourse of the pictures will show the whole figure of Heimat at the end of a school year. The contents of Heimatkude are classified into four elements, which are geography, history, natural history, and life. In one unit, these elements are placed evenly and are related to one another to complete a picture of Heimat as well. The practice explored in this paper is to teach concepts of compass directions. Students recognize east by observing the locus of the sun. Then they draw a compass card on the floor of the classroom to practice directions with it. Normally, directions are already printed in textbooks. However, in this case students can get the idea of directions from their own activities. Moreover this practice can be found in the textbooks of Austria even today. We can find from Battista's work a way to make an activity-centered curriculum for today's classroom.