@article{oai:aue.repo.nii.ac.jp:00007261,
 author = {中山, 敬司},
 journal = {教科開発学論集},
 month = {Mar},
 note = {text, 現在、「主体的、対話的で深い学び」とする生徒主体に思考を深めさせる授業方法が高校教育においても推奨されている。生徒が自ら考えること自体は異論がない。ただ本来、教授内容によって多様な方法をとるべき教育方法が画一化される傾向にあることも否定できない。生徒自らが興味を持ち、授業後に調べていくためにはいかなる方法が効果的だろうかと考えた時、まず生徒の心に火をつける方法を考えたい。皮相的でなく、「これが知りたい」と行動できるようにさせる一方法として生徒たちに歴史の生き証人の言葉を聞きとらせること、オーラル・ヒストリー活用を提起したい。歴史に残りにくい民衆、そして被差別部落民など文字に残りにくい社会的弱者の声を拾い上げていくための方法として口述記録は有効である。生徒にとっての身近でかつ心に響くための題材を取り上げ、自身で考えさせる意義は大きい。それが生徒の生涯学習の基礎にもなり得ると考える。本稿では戦時下の静岡県小笠郡の一被差別部落における満州移民体験者をとりあげて授業を試みた。満州に行けば差別は解消するといわれ渡満した被差別部落民の声を教材とし、地域における被差別部落民にとって満州移民とは何かを検証したい。こうした授業の背景として当該地域における満州移民を推進した、小笠郡南山の被差別部落（Ａ）に生きた融和運動家の井上良一の活動に着目し被差別部落における満州移民を検討していくことにする。そしてこの授業実践が生徒にどのような教育効果をもたらし、意識変容を促したかを検討し、考察する。, Currently, a lesson methodology that deepens students’ independent thinking, called “subjective, interactive, and deep learning,” is being recommended for high school education as well as other educational institutions. Students themselves have no objection to thinking on their own; however, it is undeniable that educational methods that should adopt various methodologies depending on the teaching content tend to become standardized. When thinking about which methods are effective in getting students to be interested on their own and studying further after class, I would like to first consider ways to make students highly motivated. Rather than arguing for superficial methods, I would like to propose the use of oral history—listening to the words of living witnesses of history—as a way to make it possible for students to act on the motivation, “I want to learn about this.” Dictated records are an effective method to hear the voices of socially vulnerable people who have difficulty earning a place in written history, such as buraku communities that are subjected to discrimination. There is great significance in addressing subjects that closely resonate with students and having them think about the subjects on their own. This can offer students a foundation for lifelong learning. In this study, I attempted to plan a lesson covering emigrants to Manchuria from a wartime buraku community in Ogawa County, Shizuoka Prefecture, which was subjected to discrimination. Using their own voices as materials, I would like to examine what immigrating to Manchuria was for burakumin, who were subjected to discrimination in the region and were told that the discrimination against them would end if they went to Manchuria. With such a lesson as the background, we will study emigrants to Manchuria from a buraku community that was subjected to discrimination, focusing on the activity of Ryoichi Inoue; Inoue was a reconciliation activist who lived in Minamiyama A in Ogasa district, the location of one such buraku community that was subjected to discrimination, and who promoted emigration to Manchuria in that area. Then, I will examine the educational effect of this practice class on students and whether it encouraged a change in their consciousness., 静岡大学大学院教育学研究科},
 pages = {19--30},
 title = {戦時下静岡県小笠郡一被差別部落における満州移民の実態と高校 社会科授業におけるオーラル・ヒストリー学習活用の一考察},
 volume = {7},
 year = {2019}
}