中華人民共和国の初等教育における自然災害に関する学習内容の分析（ 2 ）―義務教育小学「品徳と社会（生活）」課程標準及び準拠版教科書を事例として―

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  • An Analysis of Learning Content on Natural Disasters in Primary Education in China Ⅱ: A Case of Compulsory Education Elementary Standards in “Moral and Society（ Life）” and Associated Textbooks

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Taking the curriculum standards and textbooks of “Moral and Society (Life)” in primary compulsory education in China as the analysis object, this research discusses the content and characteristics of natural disaster learning in primary education in the People's Republic of China. The results of the study show that only the field of “Health and Safety” contains learning contents related to natural disasters in the curriculum standard of “Moral and Society (Life)” in primary schools of compulsory education. This is one of the four fields set in the curriculum standard of “Moral and Life” for Year 7-8 (“Health and Safety”, “Mood and Life”, “Love and Responsibility”, “Thinking and Production”). In addition, in the "Moral and Society” targeted at the Year 9-12, among the 6 fields set in the curriculum standard (“My Healthy Growth”, “My Family Life”, “My School Life”, “Regional Social Life”, “Country” and “Our World”), only the field of “Country” contains the learning content related to natural disasters. The paper also analyzed the unit of “Natural Disasters” in the second volume of the Year 12 of the textbook “Moral and Rule of Law” (People’s Education Press). It was found that there are several topics related to natural disaster learning, namely the disaster situation, the occurrence factors of natural disasters, the appropriate refuge action when natural disasters occur, and the efforts to reduce the losses caused by natural disasters, the unity and cooperation formed through the struggle against natural disasters. In these topics, the importance of disaster reduction community and its value composition was emphasized. This is done by the presentation of the types and distribution of natural disasters in China.

収録刊行物

  • 教育学論集

    教育学論集 (74), 59-75, 2022-03-31

    創価大学教育学部・教職大学院

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