日本建築学会計画系論文集
Online ISSN : 1881-8161
Print ISSN : 1340-4210
ISSN-L : 1340-4210
全国中学校・高等学校における教師の住教育力向上の形成要因
-教師の住教育力解明とその向上・支援方策確立のための研究 その1-
宇野 浩三谷口 尚弘
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ジャーナル フリー

2018 年 83 巻 745 号 p. 601-608

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 Housing and housing environments are the foundation of daily housing and it is important to foster the knowledge and recognition of children with respect to them. To that end, in school education, it is important to foster skills as an entity that realizes better housing and housing environments by conducting appropriate housing education about housing life, housing and housing environment. Therefore, in this study, (1) To clarify the contents of housing education and the actual state of educational effect received by the teacher himself, which is the background of the teachers, (2) To clarify the contents and components of housing education skills from the content and method of housing education skills carried out by home economics teachers who are the part of housing education in school education, (3) To clarify the conditions necessary for the making of housing education skills from the actual situation of housing education skills and teachers housing education and analysis of recognition and background.
 Therefore, a questionnaire survey was conducted in November 2014 for teachers of home economics in high school and junior high school in 47 prefectures nationwide.
 As a result, the following was clarified.
 1) Home economics teachers have fewer credits for housing area in college days and less frequent participation in workshops in the housing area.
 2) There are differences in the number of lessons per hour in the housing area, which is the ideal class hours studied by the teacher. And judge that it is better to increase time. In addition, the degree of confidence in each area is high for food, clothing, childcare and high housing, but housing education is important. Furthermore, there are many dissatisfactions with the environment of housing education. Also, there is high awareness of participation in the workshops.
 3) There are few teachers who have a high level of housing education skills because of the number of lesson methods and the number of class contents and the analysis of housing education skills. Also, there is a relation between the confidence degree of the housing area and the housing education skills. However, when confidence is high but the housing education skills is low, or even when the housing education skill is high but the confidence level is low, there is a certain degree respectively.
 4) When the confidence level of the housing area and the housing education skills are high, the educational effect is twice as high as in the case where it is not so. Higher degree of participation in class when housing education method skills are high, comprehension is high when housing education contents skills is high.
 5) The confidence level and the improvement of the housing education skills are influenced by the number of credits for the housing area subjects in the teacher training course is 6 units or more. In addition, the number of participation of the workshops is 3 to 5 times or more. Teachers who are not conscious of the participation of workshops in the housing area are low in confidence and housing education skills. In order to improve the confidence of these teachers and the housing education skills, it is necessary to prompt participation in the workshops.
 6) Confidence in the housing area, housing education skills and housing education importance awareness, housing and housing consciousness are relevant. High confidence and skills of housing education and high importance, housing and housing environment consciousness are formed with mutual influence.

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