@article{ref1,
title="Evaluation of 4 frameworks in school disaster education: aiming "cross-curriculum" for disaster prevention education",
journal="Journal of Japan Society for Natural Disaster Science",
year="2019",
author="Okada, Natsumi and Yamori, Katsuya and 夏美, 岡田 and 克也, 矢守",
volume="38",
number="2",
pages="241-256",
abstract="In recent years, expectations for school disaster prevention education have increased. In the discussion to promote school disaster prevention education there are approaches reflecting the standard institutional &quot;norm theory&quot; of what to teach and a &quot;reality theory&quot; actually taught by the teacher in the classroom. To further organize this argument, there are four frameworks: (1) disaster prevention as a subject, (2) implementation in the &quot;Period of Integrated Study&quot;, (3) implementation in existing subjects, and (4) implementation as a cross-curriculum. In this study, based on discussion and the results of these four frameworks, we investigated the method that the &quot;norm theory&quot; and &quot;reality theory&quot; of disaster prevention education can coexist. And, we conclude that development of disaster prevention education under the concept of cross-curriculum is necessary in future school educational field.   近年，わが国では，学校防災教育への期待が高まっている。学校防災教育の推進のための議論には，&quot;何を教えるべきか&quot;，という政策的な&quot;規範論&quot;と，教師の側の&quot;現実論&quot;が存在する。 そうした議論をさらに整理すると，4つのフレームワークが存在することがわかった。すなわち，1防災の教科化，2総合的な学習の時間での実施，3既存の教科での実施，4教科横断的な実施，である。本稿では，それら4つのフレームワークに対して行われている議論や，調査の結果などをもとにして，それぞれのフレームワークが，防災教育の&quot;規範論&quot;と&quot;現実論&quot;の 共存を目指す中で，どのように評価できるかを考察した。本稿では，クロスカリキュラムの概念のもとでの防災教育の展開が，今後の学校教育現場において必要であることを結論とした。<p /> <p>Language: ja</p>",
language="ja",
issn="0286-6021",
doi="10.24762/jndsj.38.2_241",
url="http://dx.doi.org/10.24762/jndsj.38.2_241"
}