WEKO3
アイテム
オットー・サロモンの初期スロイド教育 －ネース・少年スロイド学校における実践の到達点からみたシグネウスの影響－
http://hdl.handle.net/2237/11938
http://hdl.handle.net/2237/119381ac597e4-6571-4724-9d38-35911bbeb073
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
yokoyama_JSSVTE_200601.pdf (1.6 MB)
|
|
| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2009-07-17 | |||||
| タイトル | ||||||
| タイトル | オットー・サロモンの初期スロイド教育 －ネース・少年スロイド学校における実践の到達点からみたシグネウスの影響－ | |||||
| 言語 | ja | |||||
| その他のタイトル | ||||||
| その他のタイトル | A Study of Otto Salomon's Sloyd Education in his Earlier Stage - Analysis of the Practice of Naas Sloyd School for Boys (1872-1876)- | |||||
| 言語 | en | |||||
| 著者 |
横山, 悦生
× 横山, 悦生× Yokoyama, Etsuo |
|||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | オットー・サロモン | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | スロイド | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | スロイド学校と国民学校の統合 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | ネース・少年スロイド学校 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | ウノ・シグネウス | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Otto Salomon | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | sloyd | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | integration of sloyd school and folk school | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Naas sloyd school for boys | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Uno Cygnaeus | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | 1872年に創設されたネース・少年スロイド学校はヘムスロイドを教えていたが、その2年後の1874年に入学年齢を12〰13歳（国民学校修了後）から10〰11歳に下げ、多くの普通教育科目を導入して、国民学校としての性格をかねそなえたスロイド学校に変化した。この組織改革によって、同校のスロイド教育の目的は一般的な技能を獲得させることに転換した。本稿では、1872年から1876年までのサロモンのスロイド教育の実践の検討からサロモンがシグネウスと出会う1877年5月以前に普通教育としてのスロイド教育の理念を形成していたことを明らかにした。 | |||||
| 言語 | ja | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | In this paper, I analyzed mainly the practice of early sloyd education of N s sloyd school for boys. N s sloyd school for boys, which was found in 1872, lowered the entrance age into 10 to 11 years old in 1874, and changed to sloyd school that had also the side as folk school. The school taught home sloyd as sloyd education in 1872, however it introduced many general subjects by reform of 1874 and the purpose of sloyd education changed to teach general skills. From analysis of the practice of Naas sloyd school for boys (1872-1876), Salomon had reached the idea that sloyd education should be a part of general education before he met Cygnaeus in 1877. At the point of 1876 Salomon had already noticed the effect of restricting sloyd education to wood work. In other words, he had found the meaning of teaching wood work as general education in the points that it needs tools people use in their daily life, promotes their physical strength, and turns out products that are useful for their daily life. Though the purpose of sloyd education was teaching home sloyd when Naas sloyd school for boys was started in 1872, because of reform of 1874 and introduction of more general subjects it had to lower the number of time allocated for sloyd education and the purpose of it changed to “teach general skills”. Then about the teaching method, it changed to how to use knife from traditional way by craftsman, it was also made by the change of purpose to “teach general skills”. There was a problem about the integration of sloyd school and folk school in the process of development of popular education system as the background of the change. There was a situation that sloyd school, which should get pupils from farmer’s children, could get enough pupils by integrating sloyd school and folk school. And it meant that it was needed for sloyd school to lower the number of time allocated for sloyd education. In addition, it was needed to change the purpose of sloyd education from teaching home sloyd (in other words, selling products as a rural industry) to teaching sloyd as general education. On the other hand, folk school, which was biased toward theoretical study, was also needed to change to be more acceptable for farmers by introducing sloyd as a subject and teaching both of theoretical and practical subjects. | |||||
| 言語 | en | |||||
| 出版者 | ||||||
| 出版者 | 日本産業教育学会 | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | journal article | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 13405926 | |||||
| 書誌情報 |
ja : 産業教育学研究 巻 36, 号 1, p. 73-80, 発行日 2006-01 |
|||||
| フォーマット | ||||||
| 値 | application/pdf | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| URI | ||||||
| 識別子 | http://hdl.handle.net/2237/11938 | |||||
| 識別子タイプ | HDL | |||||
