| 抄録 | This paper examines school-based regional learning from the perspective of “proactive, interactive, and authentic learning,” with particular attention to geography education and to regional learning in a broad sense oriented toward local problem solving and community capacity building. It identifies a central curricular challenge : despite the accumulation of practices, a shared framework remains underdeveloped for organizing locally grounded experience and students’ interests into generalizable curriculum design. Chapter 1 notes that improving lessons in line with this perspective requires teachers’ active involvement in curriculum organization based on students’ actual (including psychological) conditions, yet the institutional conditions for such work remain insufficient. It further argues that prior discussions have not adequately clarified how to cultivate local actors systematically, how to generalize locally grounded geography curricula, or how to relate such work to history and civics. These issues converge on one question : how can region-based learning be structured and generalized as curriculum so as to provide teachers with an “auxiliary line” for planning? To address this question, Chapter 2 reconstructs Francis W. Parker’s geography education theory and derives four analytic perspectives. First, following Parker’s definition of geography as “a description of the surface of the earth,” it frames geography education as describing and grasping the Earth’s surface as manifested in places and regions. Second, this Earth-centered view suggests an interdisciplinary orientation spanning the natural sciences and the humanities. Third, Parker emphasizes children’s active learning through sensory experience and the externalization of cognition via expressive work (e.g., clay modeling), supported by peer comparison and dialogue．Fourth, he aims at forming a “general whole” through iterative movement from particular experience to generalization and reapplication in new particulars, culminating in an integrated image of the Earth as an organic whole linking natural and human-made elements. Building on these perspectives, the paper proposes a model of regional learning in which students come to grasp the region as an organic whole through experience, expression, and interaction with others. |
