{"created":"2023-05-15T11:52:31.684166+00:00","id":3971,"links":{},"metadata":{"_buckets":{"deposit":"076ef77e-357e-4f83-a5d3-c53569fb90a4"},"_deposit":{"created_by":4,"id":"3971","owners":[4],"pid":{"revision_id":0,"type":"depid","value":"3971"},"status":"published"},"_oai":{"id":"oai:swu.repo.nii.ac.jp:00003971","sets":["107:282:382"]},"author_link":["7243","7242"],"item_3_biblio_info_12":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2005-09-01","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"A38","bibliographicPageStart":"A28","bibliographicVolumeNumber":"779","bibliographic_titles":[{"bibliographic_title":"學苑"},{"bibliographic_title":"GAKUEN","bibliographic_titleLang":"en"}]}]},"item_3_description_11":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"How to promote a child's ability to think is one of the most important problems in elementary school social studies. But this problem has not been fully resolved since Japanese Social Studies was introduced. This paper aims to explain why this situation has occurred through a comparison of the first Japanese Course of Study for Social Studies in elementary schools with the Course of Study for Virginia elementary schools. Via such a comparison, many differences between views of education can be highlighted. In the Japanese Course of Study, a child's ability to think is assumed to be naturally developed by problem-solving study. The educational aim of an appreciation of democracy is not clear, and critical thinking skills are hardly mentioned. On the other hand, in the Course of Study for Virginia schools, the aims of education are very clear. Desirable attitudes, abilities and understandings are enumerated in detail as democratic ideals. A child's ability to think is considered as critical thinking skills and these skills are enumerated concretely. In conclusion, we can not help but say that social studies in Japan began without having a strategy for the promotion of critical thinking that is important for the achievement of democracy.","subitem_description_type":"Other"}]},"item_3_description_15":{"attribute_name":"表示順","attribute_value_mlt":[{"subitem_description":"15","subitem_description_type":"Other"}]},"item_3_description_16":{"attribute_name":"アクセション番号","attribute_value_mlt":[{"subitem_description":"KJ00004175145","subitem_description_type":"Other"}]},"item_3_source_id_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AN00038441","subitem_source_identifier_type":"NCID"}]},"item_3_source_id_19":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"13480103","subitem_source_identifier_type":"ISSN"}]},"item_3_text_6":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_value":"昭和女子大学初等教育学科"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"鈴木, 円"},{"creatorName":"スズキ, マドカ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"Suzuki, Madoka","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2017-02-16"}],"displaytype":"detail","filename":"KJ00004175145.pdf","filesize":[{"value":"1.0 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"KJ00004175145.pdf","url":"https://swu.repo.nii.ac.jp/record/3971/files/KJ00004175145.pdf"},"version_id":"9840bf6d-9bc4-4679-82c5-1962508e3939"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"『学習指導要領 社会科編I (試案)』における「考え方」の意味 : ヴァージニア・プランとの比較を手がかりとして","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"『学習指導要領 社会科編I (試案)』における「考え方」の意味 : ヴァージニア・プランとの比較を手がかりとして"},{"subitem_title":"The Meaning of \"KANGAEKATA\" in Tentative Course of Study for Social Studies I, 1947 : From a Comparison with Course of Study for Virginia Elementary Schools, 1943","subitem_title_language":"en"}]},"item_type_id":"3","owner":"4","path":["382"],"pubdate":{"attribute_name":"公開日","attribute_value":"2017-02-16"},"publish_date":"2017-02-16","publish_status":"0","recid":"3971","relation_version_is_last":true,"title":["『学習指導要領 社会科編I (試案)』における「考え方」の意味 : ヴァージニア・プランとの比較を手がかりとして"],"weko_creator_id":"4","weko_shared_id":-1},"updated":"2023-05-16T18:57:08.893679+00:00"}