일본 고등학교 역사교육 변혁과 주제학습 강화

Abstract

This paper compared the 2009 edition and the 2018 edition of Japanese high school course of study, and analyzed the reinforcement of theme-based learning in Geography and History and the change in history education thereof. The results of analysis are as follows; First, instead of abolishing the four history subjects (World History A․B, Japanese History A․B) of the 2009 edition of the high school Geography and History, the required subject, Modern and Contemporary History, and optional subjects, Advanced Japanese History and Advanced World History, were newly established. These three subjects introduce the content composition and learning method with theme-based learning as the key element. Second, while the 2009 edition described the purpose of theme-based learning as cultivating historical thinking skills as before, the 2018 edition reflects the nature of the competence-based curriculum and presents the qualities and abilities (knowledge and skills, thinking skills, judgment, expressive power, etc.) to be fostered in history subjects. Third, from the perspective of content composition, the 2009 edition relates to theme-based learning on the premise of syntactic composition as before, but the 2018 version shows a switch to a new composition that relates the entire content centering on theme-based learning, instead of syntactic composition. Fourth, in the 2009 edition, the learning method was systematized to improve learning ability and learner's subjectivity step by step, while considering the characteristics of each subject, which was passed on to the 2018 edition too. The biggest change in the 2018 edition was to develop a new type of learning activity, connecting content composition and learning methods focusing on theme-based learning. The major items of each subject were organized in the form of unit learning with theme-based learning as an important element. In addition, the 2018 edition connected major items so that students can develop independent learning activities step by step. Fifth, the prerequisites and tasks to settle theme-based learning in the schools are; ①improvement of history textbook composition system and description method, ②changeover from teacher’s fact-delivery class to course that promotes students' independent learning and exploratory activities, ③providing various and abundant teaching materials, ④implementation of teachers’ training to develop skills necessary for new types of class, etc.