일본 역사교육 연구의 방법론과 연구 경향

Abstract

The purpose of this research is to analyze the extant research studies of history education in Japan and to investigate the areas and methods of the study if history education research is to be an independent discipline. What should be researched then? It can cover the analysis and construction of facts, theories, and research methods in history education. Facts in history education involve history curriculum, courses, units, class, teaching methods, textbooks, equipments, and class evaluation in Japan and overseas. Theory refers to the principle, which is based on these facts. Method indicates the application process in which facts and theories are analyzed and made anew. How can history education be researched? It can be carried out by analyzing and constructing facts and theories. In case of analysis, the procedure that analyzes facts and theories gets through 3 stages: 1) confirm a given fact or theory objectively and turn it into an object 2) investigate the fundamental principle or epistemology of this theory (or fact); 3) evaluate the consequences of the theory (or fact). Generally, analysis is conducted by: dividing the structure of fact and theory into purpose, content, and method; explaining the inter- relationship between these elements systematically; and coming up with the background logic (history epistemology principle or history education principle). Construction-research differs in its method depending on whether it is a fact or theory. In case of fact-construction, the research is conducted in the following order: establish the theory first; then, develop the structure or procedure of history recognition that bases the theory; next, create a fact based on the structure and procedure of recognition; finally, verify the constructed fact. In case of theory-construction, the research proceeds as: first, confirm a practice or fact which is deemed feasible by researcher; next, develop and systematize a theory which enables such practice or fact; then, prove its feasibility (demonstrate a concrete example or case based on this theory). This study has a number of implications: 1) The study of Japanese history education can be invigorated by analyzing facts and theories, as well as by constructing new facts with using these theories. In this way, theory and practice can be integrated. 2) The study offers a possibility and suggests a need for the analysis and diagnosis of practice. 3) In order to make the study of history education scientific, the theory and fact should be researched in a way that allows verification and constructive criticism. 4) In order for history education research to be established as an independent academic discipline, substantial research is needed for over abstract and deductive theory. Also, the research should be performed scientifically by developing a method which responds to the research object and purpose.