オーストリアの郷土科および事実教授カリキュラムにおける「図面と地図」単元の歴史的変遷 : 戦間期オーストリアの学校改革からの伝統

Abstract

This is a study of the change in the curriculum from 1920s to today by analyzing the unit "Plan and Map", which has been practiced since then. I also examine its influence in Austria, today. The purpose of "Plan and Map" is the changing view of children for map reading in the 1920s. This purpose was however weaker in 'Sachunterricht' between 1960s and 1970s, because of the discipline-centered curriculum. But in 1980s this purpose was pushed up again, because the curriculum reform in 1980s focused on the keyword of the 1920s; Schoolreform "Pedagogy from children" again. This keyword has been reevaluated and let in school didactic in 1980s again. However the manner of accepting this keyword is different from 1920s; the framework of "Pedagogy from children" has been changed as follows. 1. The school for "Pedagogy from children" was 'opposition' to the 'Drillschule (drilling-school)' in 1920' but today, it is the choice between 'child-centered school' and 'knowledge-centered school'. 2. "Pedagogy from children" originated from the Naturalism in 1920's. However, today it is derived from the theory of learning process, based on didactic. Instead of this changing of the framework, it can be said that the "Pedagogy from children" is reconsidered and reevaluated today, and therefore the purpose of the unit "Plan and Map", the changing view of the children, is also reevaluated from the didactical point.