Abstract
The relation between the subject women's life stage and such items as the purpose, content of learning, learning activities, the media presenting knowledge and information about daily life, internal motivation, problems in daily life and requirements to curriculums of in-school home economics education were analyzed.
It was found that the purpose, content of learning, learning activities and the participation in learning activities were depend upon life stages of women. The majority of the women at the second and on and after the sixth stages had shown lower participation rate in learning activities, although the women on the stages have had a great deal of problems in daily life.
Our findings including those of our previous reports allowed us to draw the following conclusion. That is, the home economics education should obviate many obstructions which were brought about from the structure of living and should be prepared the curriculums to meet individual learning opportunity encouraging the participation in learning activity, for its development as a lifelong integrated educational system.
