The research on the systematization of education research of elementary school teachers in Meiji Japan

2018 Fiscal Year Final Research Report

• Project/Area Number: 16K17405
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Education
• Research Institution: Hiroshima Bunkyo Women's University
• Principal Investigator: Shiraishi Takato 広島文教女子大学, 人間科学部, 准教授 (00512568)
• Project Period (FY): 2016-04-01 – 2019-03-31
• Keywords: 教育学 / 日本教員史 / 小学校教員 / 教育研究 / 教育会 / 大瀬甚太郎 / 教育学の科学化 / 授業批評

Outline of Final Research Achievements

The purpose of this research is to clarify the systematization of the education research of elementary school teachers in Meiji Japan. The following three things have been clarified in this research. Primarily, I clarified that education research of elementary school teachers were regarded as important means in approach of Pedagogy as a science by Jintaro Oose and the Society for Padagogy and Educational Methods. Next, , Okayama Prefecture as an example, I clarified that education research of elementary school teachers were organized by the Educational Association of Shitsuki Country. Thirdly, Tokyo and Tottori as an example, I clarified that education research of elementary school teachers were systematized through meetings to criticize classes and educational exhibitions in normal schools and elementary schools.

Free Research Field

教育学

Academic Significance and Societal Importance of the Research Achievements

本研究は、明治日本における小学校教員の教育研究の制度化過程を明らかにしたものである。明治の教員は、1880年代以降、既存や新規の知識・経験を駆使しながら、それぞれ問題状況や解決策を研究してきた。1900年代には、教育会・研究会などの研究組織や授業批評会、教育展覧会などを通して、教員は質量ともに充実した教育研究を展開しており、科学化を目指す教育学研究の重要な手段とも位置付けられた。近年、「学び続ける教員像の確立」が主張されているが、教育研究を積み重ねて学び続ける教員の姿は、明治からの伝統であった。本研究は、日本教員史の伝統を踏まえて学び続ける教員像を確立する上で欠かせない成果となる。