사회과 역사 학습의 유형 = A Study on the Typology of Teaching History in the Social Studies Education

다국어 초록 (Multilingual Abstract)

The aim of this paper is to clarify types and their functions of teaching history in social studies curriculum and to investigate and make out ideal type.
Traditional research on social studies education divided generally two types of teaching history; teaching history based on chronology and teaching history based on issues. On the half of 1980’s the scene in Japan is changed differently. New types of teaching history as teaching social history are suggested, so we could not explain research on teaching history in the Japanese education according to traditional two types. We make out new diverse types of teaching and learning history.
This paper is to arrange teaching and learning history on theory and practice of social studies education in Japan on thirty years from two viewpoints; 1) relationship between children and history on learning and 2) functions of history on learning. Combining two viewpoints this paper makes typology of teaching and learning history, finds out each type of teaching and learning history, inquiries the importance of each type on social studies education and consider the being of teaching and learning history on social studies education aimed to citizenship education.
This paper suggests a typology constituted by criticism and breadth of learning and history, so that finds out six types and considers its importance on social studies education. Corroding this paper clarifies that it is good on more criticism and more breadth of history on each type of teaching and learning history. And what it became that 6 types included a judgment that the breadth of learning where criticism characteristics should be in should be wide became clear.
This paper clarifies: on teaching and learning social studies, it is necessary of facts of the history and their interpretation, use, and these criticism (critical reception learning) as far as social studies education aimed for bringing up a citizen of democratic society, and the criticism to the wider history function answers the aim of real social studies education.

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