@article{oai:iwate-u.repo.nii.ac.jp:00015033,
 author = {國原, 幸一朗},
 journal = {災害文化研究, Journal of research on disaster culture},
 month = {Mar},
 note = {本研究では，身近な地域の自然災害を教材として，小学校から高等学校までの社会科･地理で災害文化を取り込み，防災学習を展開する際の視点を明らかにすることを研究目的とした。身近な地域の自然災害としては，江戸時代の水害，東海豪雨を取り上げ，災害文化に関する先行研究の知見をふまえながら，文化の継承と創造を重視し，自然災害伝承碑と東海豪雨以後の名古屋市会議録での論点などを教材化して，「災害に強い地域づくり」を構想する学習まで展開することを示した。本プランの実践レベルでの検証が課題である。, This paper presents a few important points regarding learning about flood damage in a specific area. Research will be carried out on the treatment of the topic of protection against disasters in social studies and geography curricula in Japanese elementary schools, junior high schools, and high schools. Disaster culture had not been included in Japanese school courses because of restrictions in the national curriculum; lesson plans were developed when disaster culture was introduced in the new national curriculum. It is important to both record and share experience of damage; this is one of the roles of disaster prevention education. Examples of damage could be that resulting from typhoons or local heavy rain; I want to help students understand restoration and rehabilitation processes. People’s behavior when considering taking refuge at the time of a disaster is related to the culture of the area. I look at the location and the details of previous disasters. It is important to tell future generations about past events, but we must turn our attention also to creating a new culture by learning lessons from the past. Efforts toward creating a new culture will be met with friction and opposition. Further, there will be expenses for construction, such as shoring up embankments, building reservoirs, and restoring rivers. It is important for students to think and plan, taking into account several different opinions, to see how disaster prevention can be implemented in a given environment. I want to pick out certain points to debate upon, using minutes from city council meetings and various other materials and allow students to do group work. I want to get students to think about ways to make an area strong against a potential disaster. A community is composed of different natural and social aspects, and the residents act according to both their own opinions and the information provided from inside and outside of the community. In the process of restoration and reconstruction, the area may undergo changes in terms of both natural and social aspects, and the opinions and behavior of the residents may also change. Culture in a new community can be both inherited and created; it must include the wisdom and lessons learned from previous disasters. This requires continuous awareness and actions to prevent temporary problems. In geography education, it is easy to spot a region on a map. However, globalization is progressing because of developments in traffic and communication, and regions must be looked at in terms of their true spatial expanse. Community-building requires information and support from other regions. In recent years, the birthrate has continued to increase and the population is aging, making it difficult for the local community to survive. Thus, in protecting and developing the region, it is necessary to reconsider the local culture and focus on disaster prevention. In learning about disaster prevention, both students and citizens can sympathize and learn through the wisdom of their predecessors from stories, literary works, and paintings. At the same time, they can think about what to do and what actions they can perform in the future. Learning to imagine a future society is necessary, and we must have a sense of past disasters and utilize this in the future. The challenge is to create lesson plans on a practical level.},
 pages = {4--16},
 title = {社会科・地理の防災学習における災害文化 : 名古屋市の水害の教材化を事例として},
 volume = {4},
 year = {2020}
}