FUKUDA Yoshihiko

Practical Study Focused on the Nature of Social Studies and Proactive, Interactive and Deep Learning: Based on Three Lessons at Middle Lab School, Hyogo University of Teacher Education, (33) 9 - 18,   2020 11

A Comparative Study of the Theory of History Education in Japan and Korea during the Establishment of Post-war Social Studies: Focusing on the Establishment of the Korean History Society and the Korean History Education Review, (57) 129 - 142,   2020 09

The Practical Research on Junior High School Social Studies Using Cross-curricular Approach to Develop "Symbiosis" Perspective : Based on the Learning of the Olympics and Paralympics, 福田 喜彦, 阪上 弘彬, 安永 修, 藤春 竜也, 兵庫教育大学学校教育学研究, (32) 43 - 52,   2019 11

Civic Education Theory of Hiroshima Higher Normal School Attached Elementary School in the Early Showa Era : Based on the Theory and Practice of Tsuneo Horinouchi, 福田 喜彦, 兵庫教育大学研究紀要 : 人間発達教育専攻 特別支援教育専攻 教育内容・方法開発専攻 教育実践高度化専攻 附属学校園, (55) 81 - 94,   2019 09

Developing a Lesson in the Social Studies Education toward Multi-dimensional Open Values Formation : A Case Study of the Unit "I Want to Live an Ideal Life in this Way", (31) 61 - 70,   2019

A Practical Study on the Developmental Transformation of Ways of Thinking in the Civic Education at Junior High School : Based on Four Conceptual Frameworks : "Conflict" "Consensus" "Fairness" "Efficiency", 福田 喜彦, 森 秀樹, 柴田 映里, 兵庫教育大学学校教育学研究, 31,   2018 11

The Theory and Practice of "Shiraberu Tsuzurikata" in the Early Showa Era : Based on Tsuzurikata Club Extraordinary Recollections Issue "The Theory and Practical Guidance of Shiraberu Tsuzurikata", 福田 喜彦, 兵庫教育大学研究紀要 : 人間発達教育専攻 特別支援教育専攻 教育内容・方法開発専攻 教育実践高度化専攻 附属学校園, 53,   2018 09

Review of Challenges and Prospects for Secondary Civic Education based on the History of the "Journal of Research on Education in the Social Studies Department", 福田 喜彦, 社会系教科教育学研究, (30) 59 - 66,   2018

Development and Analysis of Social Studies Lesson for Promoting the Reading Literacy of Society(IX) : in the Case of "the Influence of Automobile Industry on Our Living" in the 5th Grade, 關 浩和, 吉水 裕也, 山内 敏男, 福田 喜彦, 吉田 繁之, 森 清成, 土松 拓生, 小寺 研, 兵庫教育大学学校教育学研究, 30,   2017 11

The Generation of "History Education" Discourse and the Construction Process of "Knowledge" Before the Second World War : Based on Discourse Analysis of Normal University Course "History Education", 福田 喜彦, 兵庫教育大学研究紀要 : 人間発達教育専攻 特別支援教育専攻 教育内容・方法開発専攻 教育実践高度化専攻 附属学校園, 51,   2017 09

水俣病問題を題材とした高大連携によるESD教育の試み, 川瀬久美子, 福田喜彦, ZHANG Gui‐Min, 日本地理学会発表要旨集,   2016 09 10

水俣病問題を題材とした高大連携によるESD教育の試み, 川瀬久美子, 福田喜彦, ZHANG Gui‐Min, 愛媛大学教育学部紀要(Web), 63,   2016

Comparative Analyzing Investigation of "Human Rights" Description at Elementary Social Studies Textbook in Korea : The Key point of Cultivating the Global "Citizenship", 福田 喜彦, 学校教育研究, (31) 88 - 101,   2016

An Analysis of "Human Rights" Description in Elementary Social Studies Textbooks in Modern Japan : Based on the point of "Citizenship" in human rights education Between Japan and Korea, 福田 喜彦, 愛媛大学教育学部紀要, 62,   2015 10

The Development of Academic Assessments in History Education during the Prewar Period of Showa : Based on the Analysis of History Testing by Ryoji Maruyama and Yohei Utsuki, Fukuda Yoshihiko, 社会科研究, (81) 15 - 26,   2014 11 30 , The purpose of this paper is to clarify the development of the measurements of academic ability and educational assessments in history education during the prewar period of Showa, based on the analysis of prior methods of testing history knowledge conducted by Ryoji Maruyama and Yohei Utsuki. The educational measurement campaign introduced from America to Japan by Kanichi Tanaka and others in the 1920s and 1930s criticized conventional test methods, emphasizing the need for scientific rather than subjective means of measuring the effect of instruction. This approach sought to implement the quantitative measurements that would provide rational grounds for evaluating educational programs and improving classroom instruction. The paper highlights three points. First, the debate over the measurement of academic ability and educational assessment in history education in Japan being highly influenced by the educational measurement movement in the United States, resulting in improved methods of testing student progress. Second, the assessment process was standardized by incorporating the research results of educational psychology and indexing the standard deviation. Third, the assessment process provided detailed information on how to improve the teaching of history. Maruyama and Utsuki performed their standardized testing at elementary schools, junior high schools, and girls' high schools in Gunma. Their analysis of test results revealed the gaps between the history materials that instructors were supposed to teach and what the children understood.

The process of creation and rebuilding of "the practical study of intellect" in the history education of the earlier period of the Showa era : Mainly on the argument in the national geography and history instruction meeting, 福田 喜彦, 愛媛大学教育学部紀要 = Bulletin of the Faculty of Education, Ehime University, 61,   2014 10

Case study on the philosophy of "cultural peace" : on the basis of field work in Nagasaki and open seminar, 石塚 真子, 福田 喜彦, 藤田 昌子, 愛媛大学教育実践総合センター紀要, (32) 1 - 14,   2014

The Phases of "Woman" Description and Citizenship in the Elementary Social Studies Textbook after World War II : Based on The Historical Investigation of Social Studies Textbook(Tokyo Shoseki Version), 福田 喜彦, 愛媛大学教育学部紀要, 60,   2013 10

Analytical investigation of the "woman" description in the elementary social studies textbooks of the early postwar period : Based on a comparison of the Ministry of Education textbooks and "Japanese society", 福田 喜彦, 愛媛大学教育学部紀要, 59,   2012 10

The Reception of Information about History Education and The Formation of Elementary Teacher's Quality before World War 2 : A Review of Structure and Features on "The Course of History Education", 福田 喜彦, 愛媛大学教育学部紀要, 58,   2011 10

The development of lesson study of a global environment problem based on a viewpoint of the sustainability studies: a case study of small unit "environment emigrant and refugees", 福田 喜彦, Bulletin of the Faculty of Education, Ehime University, 57,   2010 10

The Understanding of the Theory of History Education at the Elementary School Affiliated to the Hiroshima Higher Normal School : Focusing on the Theory and Practices of Kaoru Okubo, FUKUDA Yoshihiko, Research journal of educational methods., 35,   2010 03 31 , The purpose of this paper is to clarify the principle concerning the understanding of the theory of history education by Kaoru Okubo at the elementary school affiliated to Hiroshima higher normal school. Kumajiro Sato was the head of the elementary school affiliated to Hiroshima higher normal school. For each subject, he suggested a method based on the theory of the mental science of triggering initiatives on the part of the children called "principle of the initiative". As head history teacher, Okubo wrote articles on "School Education" (Gakkokyoiku). In addition, he wrote several books, including "The Essence of Teaching History of Nation and A Fact" with Sato. In this paper, I clarify the formation of the principle of understanding the theory of history education and its was practice at this school from the perspective of pedagogics. As a result, firstly, Okubo claimed to have interpreted the meaning of the phenomenon known as "understanding". This refers to understanding the value and significance an object by mentioning the internal aspects connected with the life and mind of the object. He shows that it is understanding of the history to get knowledge by action of the re-experience that our "life" itself experienced and the speculation that reflected on itself. Secondly, he criticized history and suggested that one can choose the direction of one's own life; he also believed that children had the ability to pave the right path. He intended to develop value awareness by constructing a model measuring the awareness of a child. Finally, it is self-cultivation caused by emotional excitement resulting from intellectual understanding, and it awakens in an individual the will to achieve something by himself or herself, till the very end. Through careful understanding, he regarded "cultivation of emotion" and "action of the will" as "self-cultivation".

History Education Reform at Seijo Elementary School in the Early Showa Era : An Analysis of Theory and Practice on Shoji Uchida, 福田 喜彦, 社会科教育研究 = The Journal of social studies, (111) 39 - 52,   2010

Social studies teacher training in graduate school of education: a case of development of history lesson plan in junior high school, 鴛原 進, 川岡 勉, 福田 喜彦, Bulletin of the Faculty of Education, Ehime University, 56, (1) 157 - 170,   2009 10

A framework of Japanese history lesson models using the traditional industry of Setouchi sea areas: salt manufacture business of Japanese society judging from "Setouchi Jusshu Enden", 福田 喜彦, Bulletin of the Faculty of Education, Ehime University, 56, (1) 141 - 156,   2009 10

The Narrative History Education Theory at the Attached Primary School of the Tokyo Higher Teachers College : Focusing on the Theory and Practice of Yoshinao Yamada, FUKUDA Yoshihiko, The Bulletin of Japanese curriculum research and development., 32, (2) 59 - 68,   2009 09 30 , The purpose of this paper is to clarify the theory and practice of narrative history education at the attached primary school of the Tokyo Higher Teachers College. This school presented information such as the viewpoint of teaching materials, educational methods, and the explanation of the government-designated textbook on education research('kyoiku-kenkyu'). History education research achieved a pioneering role through this school. Furthermore, the school refined the teaching methodology of the three formal steps which was originally based on the Herbart school in the Meiji era. The instructional method of teaching history through narration based on the government-designed textbook was established. Yoshinao Yamada's history education practice can be characterized by the following three points: (1) history education through narration was introduced and became established in the teaching process in order to arouse children's 'imaginative intuitions', and to clarify historical phenomena; (2) teaching and learning was focused on teachers' narration, and children's feelings towards history were generated by teachers' abundant knowledge; (3) class contents (historical phenomena) were taught according to children's developmental stages in 'verstehen' theory, so that children could intuitively and fully comprehend the target contents.

The Integrated Curriculum of History Education Theory at the Attached Primary School of the Nara Women's Higher Teachers College in the Early Syowa Era ： Focusing on the Theory and Practice of Syotaro Omatsu, 福田 喜彦, 社会系教科教育学研究, 20,   2008 12

The formation and development of Marxism history education in the early Showa Period: an analysis of history education magazines, 福田 喜彦, The Journal of history. New series., (新64) 142 - 162,   2008 11

The integrated curriculum of history education theory at the Attached Primary School of the Nara Women's Higher Teachers College in the early Syowa Era: focusing on the theory and practice of Syotaro Omatsu, 福田 喜彦, Journal of research on education in social studies department, (20) 81 - 90,   2008

The Characteristics and Limitations in the Practice of History Lessons in Social Studies in the Early Showa Era : Focusing on the Unit "Teaching the History of Tokyo" at the Elementary School Attached to Tokyo Women's Higher Teachers College, Fukuda Y, Journal of educational research on social studies, (67) 31 - 40,   2007 11 30

The Development of Citizenship Education Lessons using Sentences as Teaching Materials : Focusing on the Unit, "A Lawsuit Judgment Issued against Hansen's Disease"(In Secondary Schools,Research into Excellent Standards of Teaching and Learn, Fukuda Y, 社会科教育論叢, (46) 106 - 111,   2007 03 15

Working History Education Theory in Elementary School Affiliated with Tokyo Women's Higher Normal School in the Early Showa Era : Focusing on the Theory and Practice of Tadashi Tobimatsu, 福田 喜彦, 社会科教育研究 = The Journal of social studies, (99) 14 - 24,   2006

The Transformation of History Education Theory before World War II : An Analysis of History Education Magazines, Fukuda Y, Journal of educational research on social studies, (57) 41 - 50,   2002 11 01