Abstract
In the elementary school, the subject "homemaking" was newly established as a required co-educational one under the "Course of Study" in 1947. In those days an experience curriculum or a unit system was prevalent as the general trend of educational thoughts. Though the "Manual of Home Life Guidance in Elementary School" published in 1951 caused some confusion in homemaking education, it was decided as a result of reexamination that homemaking education should be continued, and in 1956 a new "Course of Study" was published, which was revised in 1968. From 1953 the school library movement spread widely, introducing audio-visual aids into teaching programs. Recently, due regard has been paid to the relation with other subjects, and learning process or teaching methods stressing practice are now being studied. In junior high school, homemaking was established as a part of "Vocation" and as a required co-educational subject in 1947, where unit programs were carried out. Then it developed into "Vocation and Homemaking" having exploratory experiences in common, and again into "Vocation・Homemaking" laying stress on work. But in 1957 it was modified to be a subject that should be learned through practice. At that time guidance was given through home projects, skill analysis, or instruction sheets. Then in answer to the growing demand for scientific techniques, it was changed into "Technology・Homemaking" stressing techniques. Therefore, two courses were set up considering the characteristics of both boys and girls. At present systematization of teaching methods is being tried.
