가토 기미아키(加藤公明)의 토론 수업 유형에 대한 분석과 평가

초록

This paper is intended to analyze four discussion-based class teaching types that were originated and exercised by Kato Kimiaki, a history teacher at a highschool in Japan and to present implications and limitations of his teaching methodology by reviewing pros and cons in Japan. The implications of his discussion-based class teaching can be summed up in three aspects; individuality of learners, scientific perception of history and guidance by teacher. First, he created and has been utilizing various methods in order to ensure learners’ self-motivated study and nurture independent perception of history at each phase of discussion-based learning(teaching material selection, problem-posing, establishment of one’s views and discussion, follow-up guidance). Second, he has been promoting scientific perception of history by letting students experience study process of historians and debates in the academia of history. And students comes to learn how to perceive history scientifically based on logicality, objectivity and individuality/ independence by going through the processes of establishing their own views and of mutual criticism. Third, strong guidance by teachers who have profound of knowledge of history, persistent study and research on efficient teaching approaches and deep understanding of the students plays as a critical factor in developing individuality and scientific perception of history by students. Meanwhile, his practice has limitations of failing to teach students basic knowledge of history through the method of comprehensive history. So it is required to be improved so as to pursue individuality of learners and systemicity of history in a balanced manner.

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