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Graduate School of Teacher Education Wakayama University bulletin of Course Specializing in Professional Development in Education 2
2018-03-23 発行

Sociological study of active learning in a Moral Education class through observations about value from a various viewpoint

「考え、議論する道徳」の授業づくりとその実践における展開と課題 : 価値の複数性の視点からの道徳の授業を通して
FUNAGOSHI, Masaru Faculty of Education 和歌山大学研究者総覧 researchmap
FullText File
AA12779311.2.91.pdf 1.73 MB
DOI
10.19002/AA12779311.2.91
About This Article
Language
jpn
Start Page
91
End Page
101
Keywords
道徳
コールバーグ
ジレンマ教材
価値の明確化
子ども哲学
Abstract
近年の道徳教育改革の結果、「特別の教科 道徳」が設置されることとなり、「考え、議論する道徳」という道徳の授業のあり方がいま求められている。それは、価値の複数性を前提とした道徳の授業ということである。この論文では、この価値の複数性を前提にした道徳の授業という視点から、戦後の道徳の授業づくりの実践の展開を検討し、そこから求められる「考え、議論する道徳」の授業の課題について論じる。
Text Version
publisher
AA12779311.2.91.pdf 1.73 MB
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