从统合走向分化的日本社会科课程:历程、焦点和困境  

The Evolution of Japan's Social Studies Curriculum from Integration to Differentiation:Course,Focus,and Dilemma

作　　者：周星星 ZHOU Xingxing(School of Foreign Languages,Shijiazhuang University,Shijiazhuang 050035,China)

机构地区：[1]石家庄学院外国语学院,河北石家庄050035

出　　处：《外国教育研究》2025年第3期59-72,共14页Studies in Foreign Education

摘　　要：日本社会科成立后,在不断的课程改革中呈现出从统合走向分化的趋势。其经历了以“经验主义”为依托的初期社会科统合期、从统合走向分化的社会科动荡期,以及促进分化社会科不断完善的调整期。日本社会科课程改革的焦点是1989年课程改革中围绕社会科课程改革的“再编论”与“存续论”之争。同时,课程改革过程中面临小中高一贯性的理念难以维系、无法摆脱极端国家主义嫌疑以及教师教育等方面的课题。尽管中日两国社会科相关课程统整的方向不同,但日本社会科课程从统合走向分化的经验还是提供了可借鉴之处。我国课程改革的方向,应该从处理好课程统合与课程分化的关系、积极推进跨学科课程开展,以及推动教师教育的发展等视角进行推进。Since the establishment of social studies in Japan,there has been a discernible trend from integration towards differentiation in the ongoing curriculum reform.This transition includes an initial phase of social studies integration grounded in"empiricism",a turbulent period wherein social studies shifted from integration to differentiation,and an adjustment phase that facilitated the continuous refinement of differentiated social studies.Central to the curriculum reform is the debate between the"reformists"and"conservatives"surrounding the differentiation of social studies during the 1989 curriculum reform.Concurrently,the curriculum reform process faces challenges,including maintaining consistent concepts across elementary,middle,and high schools,addressing suspicions of extreme nationalism,and resolving issues related to teacher education.Although China and Japan have different approaches in the integration of social studies,Japan's transition from integration to differentiation in social studies offers valuable insights.China's curriculum reform should focus on balancing integration and differentiation,fostering the development of interdisciplinary courses,and enhancing teacher education.

关 键 词：日本 社会科课程 课程分化 

分 类 号：G423[文化科学—课程与教学论] G313[文化科学—教育学]