著者

徳永 俊太

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

no.55, pp.391-403, 2009

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This review focused on a theory of history teaching in Italy by reflecting on the concept of laboratorio. In Italy, laboratorio broadly means a mode of lesson in which students perform their own research as historians do. This word originally means laboratory of history and was proposed by Lucien Febvre. In 1978, Raffaella Lamberti proposed a concept of laboratorio for the first time with a social perspective. She insisted on research by teacher and children and defined laboratorio as a mode of lesson and as a room for history education. After her proposal, many researchers and teachers proposed researches and practices with this word. However the concept of laboratorio caused a misunderstanding for history education. Some people thought that they only need methods to present lesson and a room well-equipped for good history teaching. In 2006, Italian researchers published a book in which they summarized researches of laboratorio. In this book, Ivo Mattozzi and Aurora Delmonaco insisted that teachers and researchers did not think about only method and room, but should change their view of history education.