{"created":"2023-05-15T10:54:51.234784+00:00","id":4581,"links":{},"metadata":{"_buckets":{"deposit":"254efbcb-ad70-4ee3-b07f-ace1282a1c14"},"_deposit":{"created_by":17,"id":"4581","owners":[17],"pid":{"revision_id":0,"type":"depid","value":"4581"},"status":"published"},"_oai":{"id":"oai:juen.repo.nii.ac.jp:00004581","sets":["993:994:999"]},"author_link":["14037","14038"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2000-09","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"1","bibliographicPageEnd":"18","bibliographicPageStart":"7","bibliographicVolumeNumber":"20","bibliographic_titles":[{"bibliographic_title":"上越教育大学研究紀要"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"アメリカの教育史研究は，従来，カバリー（E．P．Cubberley，1868－1941）によって主張されてきたように，理念的研究が重視されてきた。そして19世紀後半は教育の思想家や理論家はおらず，Deweyの出現まで理論的進歩には見るべきものがないとされてきた。しかし，1960年代，70年代の教育史像再構成・再解釈の運動によって，新しい研究の方向が生まれてきた。19世紀のアメリカ社会はヨーロッパの産業革命の影響が大きく，70年代になると，アメリカの産業革命の進行は最高潮に達した。こうした状況の中で当時盛んであった実物教授は矛盾点を示すようになった。当時の急速に発達した科学・技術は一般大衆にも，科学・技術の知識や思考様式を要求するようになったが，実物教授はもはやそうした要求には応じられなくなってきた。ハリス（W．T．Harris，1835－1909）は断片的で系統性のない実物教授の教材を自然科学の体系に従って分類・整理し，新しくスパイラル方式の理科の教科課程をつくり実施した。ハリスのこのアメリカにおける最初の体系的な初等理科教授の試みは，彼の自然研究（NatureStudy）へと発展していく。本発表では，19世紀末を70年代以降とやや広く解釈し，ハリスの理科教授論を中心に，以下の順序で考察する。Ⅰ．問題の所在ⅠⅠ．19世紀の理科教授の状況ⅠⅠⅠ．シェルドンとハリスⅠⅤ．ハリスに影響を与えたヨーロッパの思想Ⅴ．ハリスの理科教育思想","subitem_description_type":"Abstract"},{"subitem_description":"Harris was thought to be in between Mann and Barnard, and Dewey, and contributed to the development of modern scientific education. It was he who first introduced natural science into the perceptional framework of the Pestalozzian \"number, form, and language.\" He introduced natural science into the curriculum to solve the problems of Object Teaching. He succeeded in giving practical form to a phase of Pestalozzi's doctrine that has been fruitful in making more concrete and objective study of the world of nature. But his defect was that he directly introduced the system and knowledge of natural science into the curriculum. To Harris, the educational value of natural science was to learn the habits of regularity, silence, and industry which would preserve and save civil order. Thus, he thought that science would give people great wealth and comfort to improve their lives, in the end, the juvenile delinquency and crime could be prevented. Though there were some problems of his educational works in St. Louis, his idea of science education was influential in all parts of United States and it developed into \"Nature Study.\" He planned the curriculum around two divisions of natural science. The first was nature inorganic and embraced physical and mathematical sciences; the second was nature organic and embraced the biological sciences. In this paper, after analyzing the events, the educational idea, and works of others that influenced Harris' educational theory, the author will examine his theory of teaching of science.","subitem_description_type":"Abstract"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"上越教育大学"}]},"item_10002_relation_12":{"attribute_name":"論文ID（NAID）","attribute_value_mlt":[{"subitem_relation_type":"isIdenticalTo","subitem_relation_type_id":{"subitem_relation_type_id_text":"AN10284863","subitem_relation_type_select":"NAID"}}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"0915-8162","subitem_source_identifier_type":"ISSN"}]},"item_10002_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"庭野,  義英"},{"creatorName":"ニワノ, ヨシエイ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"14037","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"Niwano,  Yoshiei","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"14038","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2015-06-17"}],"displaytype":"detail","filename":"kiyo20_1-02.pdf","filesize":[{"value":"603.6 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"kiyo20_1-02.pdf","url":"https://juen.repo.nii.ac.jp/record/4581/files/kiyo20_1-02.pdf"},"version_id":"078c2e06-69f6-4ac4-8551-5c71c04457df"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"自然研究","subitem_subject_scheme":"Other"},{"subitem_subject":"精神訓練","subitem_subject_scheme":"Other"},{"subitem_subject":"能力心理学","subitem_subject_scheme":"Other"},{"subitem_subject":"ハリス","subitem_subject_scheme":"Other"},{"subitem_subject":"シェルドン","subitem_subject_scheme":"Other"},{"subitem_subject":"実物教授","subitem_subject_scheme":"Other"},{"subitem_subject":"直感教授","subitem_subject_scheme":"Other"},{"subitem_subject":"先験教授","subitem_subject_scheme":"Other"},{"subitem_subject":"思弁哲学誌","subitem_subject_scheme":"Other"},{"subitem_subject":"たましいの五つの窓","subitem_subject_scheme":"Other"},{"subitem_subject":"スパイラル型初等理科カリキュラム","subitem_subject_scheme":"Other"},{"subitem_subject":"「数，形，語」","subitem_subject_scheme":"Other"},{"subitem_subject":"nature study","subitem_subject_scheme":"Other"},{"subitem_subject":"mental discipline","subitem_subject_scheme":"Other"},{"subitem_subject":"faculty psychology","subitem_subject_scheme":"Other"},{"subitem_subject":"William Torrey Harris","subitem_subject_scheme":"Other"},{"subitem_subject":"Edward Austin Sheldon","subitem_subject_scheme":"Other"},{"subitem_subject":"object teaching","subitem_subject_scheme":"Other"},{"subitem_subject":"anschuungsunterricht","subitem_subject_scheme":"Other"},{"subitem_subject":"transcendentalism","subitem_subject_scheme":"Other"},{"subitem_subject":"journal of speculative philosophy","subitem_subject_scheme":"Other"},{"subitem_subject":"Five Windows of the Soul","subitem_subject_scheme":"Other"},{"subitem_subject":"Spiral Elementary Science Curriculum","subitem_subject_scheme":"Other"},{"subitem_subject":"number, form, and language","subitem_subject_scheme":"Other"}]},"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":"19世紀末米国における理科教育に関する考察 : W.T.Harrisの理科教授論","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"19世紀末米国における理科教育に関する考察 : W.T.Harrisの理科教授論","subitem_title_language":"ja"}]},"item_type_id":"10002","owner":"17","path":["999"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2009-05-22"},"publish_date":"2009-05-22","publish_status":"0","recid":"4581","relation_version_is_last":true,"title":["19世紀末米国における理科教育に関する考察 : W.T.Harrisの理科教授論"],"weko_creator_id":"17","weko_shared_id":-1},"updated":"2024-02-29T08:21:06.462137+00:00"}