Bibliographic record
Abstract
教科書は授業で用いられる一つのメディアにすぎない。しかし、教科書はその国の基準によって作られている。他国の教育の基準や目標と教科書の関係を分析することは、学習指導要領の目標に沿ったよりより日本の教科書を作るために参考にできる。平成10年度版『中学校学習指導要領』社会科地理的分野は、地理的な見方や考え方を重視し、地理における認識の座標軸となる知識や技能の定着を図り、国家規模の地域的特色を生徒が主体的にとらえる学習を提案しているが、その目標を達成するためには、どのような内容を編成することが望ましいのか。本稿では、カナダ・オンタリオ州のグレード8の地理教科書“HUMAN GEOGRAPHY“(Gage Educational Publishing Company)を取り上げる。オンタリオ州はカナダのGDP の約4割を担っており、18世紀後半から移民が増え、カナダへの移民の約60パーセントが居住している。まさにグローバル化が進む現代社会を象徴しており、このような社会をとらえるために“HUMAN GEOGRAPHY“は作られている。オンタリオ州のカリキュラムをもとにして“HUMAN GEOGRAPHY“ の内容を分析する。|A course of study was revised in 1998. They proposed a new plan that students cultivating geographical points and ways of thinking and subjectively catching region characteristics of national scale are important. We need to think about global problems and have global points and ways of thinking. What contents are needed in Japanese geography textbooks? Textbooks are only media. But they are made from course of study in each country. To analyze a textbook of another country is essential to make good Japanese textbooks. This paper attracts the HUMAN GEOGRAPHY, a geography textbook in Ontario, Canada. Ontario is a central city in Canada and also a global society. It is a textbook in the 8th grade and is published by the Gage Educational Publishing Company in 2004. It adopts many countries and regions along the theme. There are points to look back on learning at the unit and the chapter. They are also points of estimates. Students can promote social value and attitude from considering and analyzing problems by using this textbook when they study. This paper deals with the HUMAN GEOGRAPH and analyzes it by the Ontario curriculum.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.009 | 0.005 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".