@article{oai:nittaidai.repo.nii.ac.jp:00001486,
 author = {猪瀬, 武則 and Inose, Takenori},
 issue = {1-2},
 journal = {日本体育大学大学院教育学研究科紀要, Bulletin of the Graduate School of Education, Nippon Sport Science University},
 month = {Mar},
 note = {社会科の学習指導は，学習を主体化させることと科学の内容知を教授することの相克として揺れ動いてきた。その歴史的経緯と理論的背景を次の視点から概括した。第一に，教授学習過程として主体化を図るための児童・生徒中心か，科学の内容知教授を図るための教師主導かの相克として捉えたこと。第二に，歴史的経緯として，問題解決学習から系統「教育」への移行，探究学習や意思決定学習の側面から，主体化と科学の内容知の相克を描いたこと。第三に，現在的な課題としての「対話的で深い学び」を確保し，主体化を達成するゲーミングシミュレーションによる自主的・自立的主体形成，子どもによる社会形成を可能とする学習論を提示した。, Learning instruction in social studies has been caught in a conflict between making learning subjective and teaching the contents knowledge of social science. Here, I outline historical and theoretical background of this from the following perspectives: Firstly, it can be perceived as a conflict between teaching and learning processes that are child/student centered with a focus on subjectivity, and teacher-led approaches that focus on teaching the contents knowledge of social science. Secondly, this conflict between subjectivity and teaching the contents of science can be portrayed in terms of the historical circumstances, from the viewpoint of learning through inquiry and decision-making, as a transition from learning through problem solving towards systematic “education”. Thirdly, this presents learning theories that raise the possibility of social formation by children, as well as independent self-sustainable entity formation through gaming simulation in order to achieve subjectivity., 特集論文},
 pages = {35--49},
 title = {社会科学習指導論 : 主体化と科学知の相克を巡る学習過程に焦点をあてて (特集 教科学習指導論)},
 volume = {1},
 year = {2018},
 yomi = {イノセ, タケノリ}
}