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日本の高等学校理科では，中等教育人口の増加に伴う生徒の多様化と理科離れする生徒が増えてきたことから，1994～2002年に「生物ⅠＡ」という科目が新設された。この「生物ⅠＡ」の内容は，主にヒトを中心とした生物学で，その中で思考力や判断力を培うように配慮されている。その科目設定や内容構成の参考とされたのが，1970 年代に成立したイギリスの中等教育段階の理科科目である「Human Biology」とされる。本研究では，イギリスの「Human Biology」の成立過程を探り，その目標や内容を日本の1990年代の高等学校「生物ⅠＡ」の内容と比較分析した。イギリスの「Human Biology」は，看護教育の「解剖・生理・衛生」を起源とし，1960年代に理科の１科目として成立した。内容の特徴としては，ヒトを中心とした生物学が核にあり，生物学的に人間を理解するとともにヒトを題材として生物学および科学の方法を習得し，応用する能力を培う科目という目標を持つ。理科の諸科目の中では，特に低学力層や女子を中心として，生徒の興味を惹きつける科目として選択者数を増やしていった。目標と内容の比較から日本の理科科目「生物ⅠＡ」は，イギリスの「Human Biology」に影響されていることがわかった。また，生活や社会との関連や思考力，判断力，意思決定能力などの育成は 2022年度からの新学習指導要領にも生かされている。, “Biology IA” was created in 1992 and founded in 1994 through 2002 in Japanese secondary science curriculum because of increasing the high school student population and their demands of the diversification. It has been said that the subject setting and contents of “Biology IA” was based upon British “Human Biology” which is the science subject of the secondary education level in the 1970s. I researched the process and contents of how British “Human Biology” was established in detail,and compared it, including its aim and contents, with “Biology IA” in Japan in the 1990s. The origin of British “Human Biology” was “Anatomy, Physiology and Hygiene” as nurse training in 1950s. These then became a single subject of secondary education in 1960s. The contents of this subject were mainly biology of man and the aims were understanding biology using human body and so on. This comparison shows that the Japanese science subject “Biology IA” was influenced by British“Human Biology”. In addition, development of the thinking, judgement and decision making ability connected with matters of life and our society, will be used in the new curriculum of secondary education in Japan from 2022.

In this study, the author explores the strategy of the philosophy education to develop thinking children by analyzing of structures of the curriculum for early elementally school in the program “Philosophy for Children”. The curriculum consists of a storybook and instructional manual. The curriculum is structured so that children are made aware of problematical concepts in their own life, and then required to practice judge relations of concepts on their own experience. Children discover good judgments in collaborative inquiry and realize that they make criteria. Student’s realizations for revision of their own thinking is the most important part of the curriculum. This is a departure from the way that philosophy education has been traditionally thought. New philosophy education has a strategy as children develop reasoning in the thinking by themselves thorough cycle of revision of thinking.

The purpose of this study is to examine the improvement and its effect of the curriculum analysis ability in the teacher training program of social studies. In this paper，we analyze the interview data of 4 students who have finished the class of“Curriculum Design of Geography and History Education". As a result，it became clear that factors which improve the curriculum analysis ability are as follows: 1) the feedbacks of the students’ outstanding analysis report， 2) the specific and complementary commentary from professor， 3) the continual assignments focusing on the "aims and contents structure" of the curriculum. Furthermore，the their improvement of the curriculum analysis ability has brought about great effects to rebuild or strength their beliefs on significance of the social studies.

The purpose of this study is to examine the improvement and its effect of the curriculum analysis ability in the teacher training program of social studies. In this paper，we analyze the interview data of 4 students who have finished the class of“Curriculum Design of Geography and History Education". As a result，it became clear that factors which improve the curriculum analysis ability are as follows: 1) the feedbacks of the students’ outstanding analysis report， 2) the specific and complementary commentary from professor， 3) the continual assignments focusing on the "aims and contents structure" of the curriculum. Furthermore，the their improvement of the curriculum analysis ability has brought about great effects to rebuild or strength their beliefs on significance of the social studies.

In this study, the author explores the strategy of the philosophy education to develop thinking children by analyzing of structures of the curriculum for early elementally school in the program “Philosophy for Children”. The curriculum consists of a storybook and instructional manual. The curriculum is structured so that children are made aware of problematical concepts in their own life, and then required to practice judge relations of concepts on their own experience. Children discover good judgments in collaborative inquiry and realize that they make criteria. Student’s realizations for revision of their own thinking is the most important part of the curriculum. This is a departure from the way that philosophy education has been traditionally thought. New philosophy education has a strategy as children develop reasoning in the thinking by themselves thorough cycle of revision of thinking.