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首页> 外文学位 >The Enduring Communities project of Japanese American experiences in New Mexico during World War II and beyond: A teacher's journey in creating meaningful curriculum for the secondary social studies classroom.
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The Enduring Communities project of Japanese American experiences in New Mexico during World War II and beyond: A teacher's journey in creating meaningful curriculum for the secondary social studies classroom.

机译：第二次世界大战期间及以后在新墨西哥州日裔美国人经历的“持久社区”项目：一位老师为中学社会研究课堂创建有意义的课程的旅程。

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摘要

In 2006, the Japanese American National Museum funded a three year curriculum development project entitled Enduring Communities: Japanese Americans in Arizona, Colorado, New Mexico, Texas and Utah. As a member of the team of teachers from New Mexico, I used this experience to study my process of developing meaningful content and pedagogy about Japanese American internment for U.S. History and Civics courses at the secondary level. History is full of stories involving characters, actions, events, artifacts and analysis by those within the experience and those studying the experience in an academic setting. Understanding the past means knowing how what happened was shaped by a multiplicity of factors including the lives of those affected then and now. Developing this kind of historical knowledge was transformative; ideas became more important than facts. For the student, it meant learning to analyze and synthesize information to expand their thinking beyond a single event. Civil liberties for example, could be examined through the lens of the Japanese American experience during World War II.;Narrative inquiry provides a methodology to document as well as analyze this personal story of curriculum development. Using Clandinin and Connelley.s (2000, 2002) three-dimensional narrative inquiry space, the study focused on the context of the experience, the temporality of locating events within a larger framework, story-telling and metaphor as a way to describe the experience, and the inclusion of different voices to explore point-of-view. Data included journal entries, primary sources, video tapes, readings of both historical and pedagogical materials, student work from field tests, and interviews with team members and museum personnel.;The conclusions were that (1) teacher-driven curriculum development is an under-utilized process leading to effective instruction in the classroom, (2) teachers voices need to be included and valued within the field of curriculum development, (3) experiences like the Enduring Communities Project are invaluable professional development opportunities for teachers, and (4) the combination of research, pedagogy and time are crucial components of effective teaching. Future studies should explore the need for teacher-driven curriculum and study the connections between theorists, theory and practice in the secondary social studies classroom.
机译：2006年，日本美国国家博物馆资助了一项为期三年的课程开发项目，名为“持久社区：亚利桑那州，科罗拉多州，新墨西哥州，德克萨斯州和犹他州的日裔美国人”。作为来自新墨西哥州的教师团队的一员，我利用这段经验研究了我在中学阶段就美国历史和公民课程中有关日裔美国人实习的有意义的内容和教学方法的过程。历史充满了故事，这些故事涉及人物，动作，事件，人工制品以及经验中的人员和在学术环境中研究经验的人员进行的分析。了解过去意味着了解发生了什么事，这是由多种因素决定的，包括当时和现在受影响的人们的生活。发展这种历史知识具有变革性。思想比事实变得重要。对于学生而言，这意味着学会分析和综合信息，以扩大他们的思维范围，超越一次事件。例如，可以通过第二次世界大战期间日裔美国人的经验来考察公民自由。叙事性探究提供了记录和分析这一个人课程发展故事的方法。使用Clandinin和Connelley.s（2000，2002）的三维叙事探究空间，研究着重于体验的背景，在较大框架内定位事件的时间性，故事和隐喻作为描述体验的一种方式。 ，并加入不同的声音来探索观点。数据包括期刊条目，主要资源，录像带，历史和教学材料的阅读，现场测试的学生作品以及与团队成员和博物馆人员的访谈。结论是：（1）教师主导的课程开发是一个不足-在课堂上进行有效指导的利用过程，（2）在课程开发领域中必须包含并重视教师的声音，（3）持久社区项目之类的经验对于教师而言是宝贵的专业发展机会，并且（4）研究，教学法和时间的结合是有效教学的关键组成部分。未来的研究应探索以教师为主导的课程的需求，并在中学社会研究课堂中研究理论家，理论与实践之间的联系。

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  • 作者

    Ball, Diane Leslie.;

  • 作者单位

    The University of New Mexico.;

  • 授予单位 The University of New Mexico.;
  • 学科 Asian American Studies.;Education Social Sciences.;Education Curriculum and Instruction.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 237 p.
  • 总页数 237
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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