@article{oai:niigata-u.repo.nii.ac.jp:00007729,
 author = {中村, 恵子},
 journal = {現代社会文化研究, 現代社会文化研究},
 month = {Dec},
 note = {A "Period for Integrated Study" was set up by the revision of the Japanese National Curriculum Standard in 1998, and the curriculum organizations and practices of Integrated Study are performed at each school. However, Integrated Study has been conducted in not only foreign countries but also in Japan for quite some time. The purpose of this paper is to consider the ideal method of Integrated Study by comparing pre and post World War II Integrated Study in Japan. The theories and practices of Integrated Study that have developed since the Meiji era offer many suggestions. In those theories and practices, there are many common features. The first is to consider the child as a subject that acts voluntarily, and to evaluate the child's study motives. The second is to seek to evaluate the child's experiences of events in nature and society, and to develop what the child recognizes in those experiences. The third is that the child's daily life determines the content of study.},
 pages = {37--54},
 title = {日本における総合・合科的学習 : 第二次世界大戦以前と以後の学習活動を対比して},
 volume = {34},
 year = {2005}
}