Contents of Subjects Related to “Forest Science” Including Silviculture for Vocational High Schools: Historical Outlook and Present Issues
To examining forestry and forest education at vocational high schools, we analyzed that the history of changes in the purpose and contents of subjects related to “Forest Science" including silviculture. We analyzed forestry and forest education during the postwar period, based on the Ministry...
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Published in | Journal of the Japanese Forest Society Vol. 98; no. 1; pp. 11 - 19 |
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Main Authors | , |
Format | Journal Article |
Language | Japanese |
Published |
THE JAPANESE FORESTRY SOCIETY
2016
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Abstract | To examining forestry and forest education at vocational high schools, we analyzed that the history of changes in the purpose and contents of subjects related to “Forest Science" including silviculture. We analyzed forestry and forest education during the postwar period, based on the Ministry's official guidelines for school teaching and textbooks. The names of the subjects in the guidelines have changed: at first “Forestry Products", then “Silviculture", and now “Forest Science". As a result, the purpose of the subjects was to learn skills and knowledge for forestation, and the aims of forestation have gradually changed: “raising forest productivity" from the 1950s to the 1970s, to which was added “recognition of various functions and forest protection" in the 1980s, and then “forest conservation and multiple uses" in the 2000s. The contents of the subjects were classified into four fields and ten elements: “general remarks" includes the role of forests and silviculture, “forest environments" includes forest ecology, characteristics and growth conditions of forest trees, “forest nurture" includes nursing, breeding, forestation, tending and preservation, and “the relationship between forests and societies" includes rearing trees for minor forest products, scenery, multiple use of forests. A similar tendency of change has appeared in the subject of “Forest Management" There is some overlap, so it is necessary to examine the revision of these subjects by examining concerning forestry careers. |
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AbstractList | To examining forestry and forest education at vocational high schools, we analyzed that the history of changes in the purpose and contents of subjects related to “Forest Science" including silviculture. We analyzed forestry and forest education during the postwar period, based on the Ministry's official guidelines for school teaching and textbooks. The names of the subjects in the guidelines have changed: at first “Forestry Products", then “Silviculture", and now “Forest Science". As a result, the purpose of the subjects was to learn skills and knowledge for forestation, and the aims of forestation have gradually changed: “raising forest productivity" from the 1950s to the 1970s, to which was added “recognition of various functions and forest protection" in the 1980s, and then “forest conservation and multiple uses" in the 2000s. The contents of the subjects were classified into four fields and ten elements: “general remarks" includes the role of forests and silviculture, “forest environments" includes forest ecology, characteristics and growth conditions of forest trees, “forest nurture" includes nursing, breeding, forestation, tending and preservation, and “the relationship between forests and societies" includes rearing trees for minor forest products, scenery, multiple use of forests. A similar tendency of change has appeared in the subject of “Forest Management" There is some overlap, so it is necessary to examine the revision of these subjects by examining concerning forestry careers. |
Author | Inoue, Mariko Oishi, Yasuhiko |
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References_xml | – reference: (16) 自然産業研究所 (2013) 平成24年度日本型フォレスター育成調査・研修会場事業のうちフォレスター育成調査事業報告書.25-42 – reference: (5) 井上真理子・大石康彦 (2015) 森林教育.海青社 – reference: (17) 山本美穂 (2015) 特集学校での林業(技術)教育.宇都宮大学農学部森林科学科.森林技術 875: 16-19 – reference: (12) 日本産業技術教育学会 (2012) 21世紀の技術教育(改訂).日本産業技術教育学会誌 54(4): 1-7 – reference: (15) 林野庁 (2014) 平成26年版森林・林業白書.全国林業改良普及協会.参考資料 6 – reference: (14) 林野庁 (2013) 平成25年版森林・林業白書.全国林業改良普及協会.17-19 – reference: (6) 近藤 隆 (2015) 高等学校における林業教育.森林技術 875: 8-11 – reference: (4) 井上真理子・大石康彦 (2014) 戦後における専門高校「森林経営」関係科目の変化と課題.日林誌 96: 50-59 – reference: (11) 日本学術会議 (2010) 大学教育の分野別質保証の在り方について.http://www.scj.go.jp/ja/info/kohyo/pdf/kohyo-21-k100-1.pdf (参照2015-5-11) – reference: (7) 文部省 (1989) 高等学校学習指導要領解説農業編.実教出版.1-25 – reference: (3) 井上真理子・大石康彦 (2013) 戦後の専門高校における森林・林業教育の変遷と今後の課題.日林誌 95: 117-125 – reference: (2) 枚田邦宏 (2009) 林業技術者養成の現状と大学の役割.山林 1505: 2-10 – reference: (10) 文部科学省生涯学習政策局調査企画課 (2014) 学校基本調査 (平成26年).http://www.mext.go.jp/b_menu/houdou/26/08/attach/1350731.htm (参照2015-5-18) – reference: (1) 林 和男 (2015) 森林環境管理高度技術者養成の試み.森林技術 875: 2-6 – reference: (13) 農林水産奨励会 (2003) 高校林業教育の充実を目指して.農林水産奨励会 – reference: (9) 文部科学省 (2010) 高等学校学習指導要領農業編.実教出版.1-10 – reference: (8) 文部省 (2000) 高等学校学習指導要領農業編.実教出版.1-16 – ident: 2 – ident: 3 – ident: 1 doi: 10.1109/JDT.2015.2486898 – ident: 4 doi: 10.1365/s35141-012-0514-0 |
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Title | Contents of Subjects Related to “Forest Science” Including Silviculture for Vocational High Schools: Historical Outlook and Present Issues |
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