Geography Reference
In-Depth Information
contents in the traditional way. In contrast, A subjects are assigned two credits and
are considered a condensed version of version B subjects. World History and
Japanese History A courses have accomplished this by stressing on modern times,
while Geography emphasizes on geographical issues to accentuate the differences
with Geography B. The emphasis on daily living is in line with these trends. In the
contents section, the concept of “disaster prevention” was introduced in this version
for the fi rst time, stressing more on area surveys than before. As a result, the new
learning content, “disaster prevention”, was mentioned clearly in Geography A,
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instead of Geography B.
19.3.2
Contents and Treatments of Contents
The following are characteristics of the new Geography curriculum content:
(1) Learning that is connected with the real life (especially Geography A);
(2) Enhanced learning of world topography (especially Geography B);
(3) Introduction of inquiry learning;
(4) Emphasis on abilities in resource application and expression; and
(5) Application of atlas.
Items (2) and (5) are examined further here. Item (2) signifi es in a practical sense
the abolition of case studies, which was a measure adopted when the National
Curriculum Standards was announced in 1989. Formerly, instruction on topography
was not valued, and instead, teachers focused intensely on two to three countries or
regions, using them as representative case studies. The rationale was that intensive
learning about particular countries and regions would help students develop the
academic abilities to independently generalize about other countries and regions.
This was part of the curriculum that focused more on “knowing-how” rather than
“knowing-what”. In response to students' declining basic academic abilities, the
policy was changed to emphasize “knowing-what”. In principle, the acquisition of
geographical knowledge, perspectives, and ways of thinking should be accom-
plished by inductive information processing, that is to fi nd general commonalities
through multiple examples. Therefore, it is natural that the acquisition of geographi-
cal knowledge tends to be a comprehensive study. On the other hand, the deductive
learning method, based on two to three representative countries or regions, is not
consistent with current models of geography learning.
Item (5) reaffi rms the role and status of the atlas as a textbook. The atlas used in
senior high schools is titled “Atlas for senior high school Geography and History:
Authorized textbook by MEXT”. It has the status of a textbook and is used in
Geography and History. Fundamental changes have made this an atlas for Geography
and History, both in name and reality, rather than solely in Geography instruction.
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The National Curriculum Standards commentary suggests that “disaster and measures” may be
addressed as a part of survey content in regional survey in Geography B.
