Comparative Study of Social Studies in Primary Schools of China and Japan: A Perspective of Social Cognition Education Theory

Author: Guo Wenxia
Publisher:
Publish Date: 2005-07-01
Features: Views the social curriculum as an important traditional resource for the new curriculum of Morality and Society. From the perspective of social cognition education theory, it explores the inherent value and rich experiential resources within the "social" discipline, providing new dimensions for the construction and development of the Morality and Society curriculum. It provides a historical and developmental analysis of the social curricula in primary schools of China and Japan, conducting in-depth comparative analysis on the establishment and development, fundamental principles, curriculum objectives, knowledge base, textbooks, and teaching of the social curriculum. It identifies the internal and external characteristics and patterns that define the essence of the social curriculum, as well as the relationship between the social curriculum and the humanities and social sciences, particularly the logical representation of fundamental categories such as the state, society, and citizens within the social curriculum. This enriches the theoretical research on the social curriculum in China and fills the gap in comparative education research in this field. It also holds significant theoretical meaning and practical value for a key and challenging issue in China's new round of basic education curriculum reform—the construction of comprehensive liberal arts courses and the development of the Morality and Society curriculum.