The School Library in American School Curriculum Reforms : 1920s to 1940s Reforms and the Introduction to Japan in Occupation Era

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  • アメリカ公立学校カリキュラム改革における学校図書館 : 1920年代から1940年代までの改革と日本占領期における受容
  • アメリカ コウリツ ガッコウ カリキュラム カイカク ニ オケル ガッコウ トショカン : 1920ネンダイ カラ 1940ネンダイ マデ ノ カイカク ト ニホン センリョウキ ニ オケル ジュヨウ

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Abstract

For exploring a premise of school library reformation during occupation era in Japan, this paper confirmed how a American public school curriculum reform from 1920's to 1940's apply the function of school library. Moreover, this paper compared Japanese translated text with original texts of the reform. This study focused on the reform program in California State and Virginia State. I examined lecturer books and course of study about these reform programs. These programs have influence on many public school reforms. The program in California State was based on child centeredness theory. The program in Virginia State was based on social reformism theory. These programs have differences on theory. However, these literatures had common to describe the new structure of the school curriculum and new lecture methods. I found that these literatures of these programs described the importance of school library function and the relationship between school curriculum and the school library function. Therefore these programs indicated the importance of the school library function in school curriculum. In Japanese occupation era, a Japanese researcher of education had translated these literatures from English to Japanese. Many Japanese teachers and educators read the translated materials. However, there are many lacks of the description of school library in the materials of the program.

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