Postwar Japanese Elementary And Middle Schools History Education And Citizen Quality And Conception Of History Raise

Since has entered the new century, Japan's history textbook question has initiated the people who once more world peace-loving, specially fully suffered Japan to invade the bitter Chinese people's attention. Regarding this, the domestic and foreign many scholars carried on from the different angle have studied profoundly, either criticized the Japanese distortion history textbook the content, either discussed Japan's historical education question, but these research had certain one-sidedness, as a whole lacked to the postwar Japanese history education inspection. Taking this into consideration, this article wants to the postwar Japan's elementary and middle schools history education to carry on comprehensively and systematically the analysis and the research, and discusses it to raise modern the citizen quality and the conception of history has any influence. This article using the history and the pedagogy comprehensive research technique, will discuss this question.The Japan prewar history discipline is supposes the class alone, but because the historical education was to raise national's militarism and the emperor country history viewpoint, caused Japan to become the Second World War's invader finally. Therefore in postwar, Japan is seized by US, under American control Japanese government to eliminate Japan's militarism thought and the emperor country history viewpoint, has carried on the reform to Japan's historical education. He is different in the postwar initial period in the most countries supposes the historical curriculum is an independent discipline, but in the majority time, is melts the history in"the social branch". From postwar until now, Japan's historical education has also experienced many times the reform, after each time reforms raise goal not identical, in the historical education's teaching method also unceasingly progresses along with society's development. The Japanese such history education definitely will also have the positive significance and the question.According to such mentality, the present paper divides into the following several parts:The introduction, mainly elaborated present paper's writing goal and the intention, the theory value and the practical significance, as well as adopt main research technique and the innovation place.The first chapter of analysis postwar Japan Elementary and middle schools history education's formation, inside this has the democratization which educates including Japan forms forming process these two sections which (social branch) educates with the Japanese history discipline.The second chapter mainly analyzes the postwar Japanese Elementary and middle schools history education with the citizen quality raise, has included from postwar until now the Japanese history education seven reforms after each time reforms and the citizen quality raise; As well as postwar Japanese Elementary and middle schools history education teaching method and citizen quality raise, is mainly postwar divides into until now three great time sections, analyzes the different time to use the different teaching method, as well as to citizen quality raise. This is this paper primary intention part.The third chapter mainly elaborated, such history educates positive and the negative influence which produces to the Japanese nationals. The positive influence mainly displayed was improving citizen's humanities quality; Sharpened student's practice beginning ability; Has raised student's innovative idea. The negative influence or exists the question, the main performance and despises near contemporary history education for Japan's history textbook question the question, as well as such question will have what kind of influence to the young people conception of history formation.