@article{oai:niigata-u.repo.nii.ac.jp:00007841,
 author = {伊藤, 敦美},
 journal = {現代社会文化研究, 現代社会文化研究},
 month = {Jul},
 note = {The purpose of this study is to examine the "Wood-Work" practice of Dewey's Laboratory School and to think about the educational practices in today's "integrated curriculum". The method used compares the following three records: the class plans by Dewey, the class practices by teachers, and the interpretation of the class by Dewey. The data was organized through webbing, and an examination was done. This study produced the following three results: First, there were deviations between the class plan and the class practice by teachers. Second, there was a little interpretation about the "Wood-Work" practice. Third, Dewey didn't pay attention to differences in the way of learning by differences in the age and the ability in case of a class plan. The cause of the first result was learning was not one direction but both directions. The cause of the second result was theory of the impulse could be explained even except for "Wood-Work" even practice like composition. The cause of the third result was Dewey supported a different age mixed group. Moreover, this way of making webbing and examining it was effective because it showed all of the knowledge gathered and the connections between different pieces visually. It is necessary for today's "integrated curriculum" to use the point of view of webbing, namely that all knowledge is interconnected.},
 pages = {141--157},
 title = {デューイ実験学校における「木工」実践の検討},
 volume = {27},
 year = {2003}
}