| After the Second World War,Japan joined the UNESCO organization,and the education for international understanding in Japan began as a prelude.From then on the education for international understanding has gradually permeated and spread in Japan,the Social Department of middle school has also provided the soil for the development of the theory and practice of education for international understanding in Japan.The social studies in Japanese middle schools contain the learning contents of geography,history and citizenship,and become an important position for international understanding education research because of their unique discipline characteristics.In this study,through the collation and analysis of the literature,I attended and visited the Japanese social sciences classroom of middle school,excavating education for international understanding from the social science curriculum in Japanese middle schools,trying to summarize the characteristics and problems in theory and practice,and then providing insights for the research of education for international understanding of social sciences in Chinese middle schools.This study is divided into six parts:First,the reasons for the topic,literature review,research ideas and methods,and the related concepts of international understanding education and social sciences were discussed and defined in detail.Second,it focuses on the development of education for international understanding in Japan,and the development of the social sciences in middle school.Third,from the Ministry of education "Study Guide Essentials",Japanese Education for International Understanding Society and the three aspects of Japan’s middle schools textbooks,we worked for the goal and content of education for international understanding of the social sciences curriculum in Japanese middle schools.Fourth,this paper mainly analyzed the implementation of education for international understanding in the social section of Japanese middle schools from the aspects of subject infiltration,development practice teaching materials and design theme activities.Fifth,we discussed the evaluation criteria and evaluation methods of the education for international understanding in the social studies of the Japanese middle schools.Finally,we summarized the characteristics and problems of education for international understanding in middle schools’ social sciences in Japan,and discussed the development of education for international understanding of Chinese school’s social studies courses,thus analyzed Japan’s experience for the development of education for international understanding in Chinese middle schools’ social studies curriculum. |
