This paper aims to study an ideal of textbook for homemaking education in general education. This is referred to Swedish textbook for ground school. The author emphasized that contents for homemaking education should have internationalization, house of the handicapped and diversity. They might have various and real articles of family of homeland in Southeast Asians who live in Japan and developing countries, if possible. Many public buildings in Japan were reformed for the handicapped after 1973. The house of them are suitable for the aged. As the aged increase in the near future, they ought to have the sentence of house for the handicapped. The textbook of Japan are simple as minimum essentials. The third recommendation of the Extraordinary Council on Education in April in 1987 said that textbook should be diverse. The author suggests that textbook in Japan would have the character of reference book.
The purpose of the study is to develop an instrument for measuring anxiety toward junior high school mathematics, and to investigate the followings: (a) existence of school, grade, and sex-related differences of mathematics anxiety, and (b) relationships between mathematics anxiety and mathematics achievement, and among mathematics anxiety and some affective variables, one of which is attitude toward mathematics. Scores for investigating the above (a) and (b) are gathered from students of four junior high schools which are in the north, central, and south parts of the Akita Prefecture, Japan. The instrument developed with validity and reliability is a five-point Likert-type one, and consists of 24 items, each of which represents mathematics anxiety. Main findings obtained from using the instrument are as follows: Although school and grade differences of mathematics anxiety can not be found significantly, sex-related differences are in existence. Coefficients of correlation between mathematics anxiety and mathematics achievement in the four schools are distributed from 0.34 to 0.56. Mathematics anxiety and each of the affective variables dealt with in the study are closely related.
As Business English for International Trade and Transactions is subject to legal interpretation, it requires semantic consideration so that clear and correct expressions may be used. So far as Business English is concerned, "semantics" can be defined as a theory of strict correspondence of the meaning of an expression with the object it refers to. In this respect, when reading and writing Business English, we should grasp the semantic structure proper to English and eliminate thoroughly obscurities from each expression. In this report, based on a standpoint above mentioned, the present writer showed semantic matters instructors should attend to when they train the students in the practice of Business English. Generally speaking, expressions that can be obscure in Business English are classified into the following three types: (1) vagueness : expression whose application is not clearly defined (2) ambiguity: expression that can have more than one meaning (3) synonyms: words whose meanings are the same at the core level but delicately differ in their marginal portion; usually, foreigners cannot have a clear understanding of such a difference. I exemplified some expressions that belong to these types, and indicated concretely how to cope with them in the process of teaching Business English.
Hardly any systematic relationships can be seen among objectives, contents, methods and evaluations of school music curriculums in Japan. Because curriculum research essentially has its roots in educational practice, our research of music curriculums should also start with grasping the realities of teaching-learning situations. We surveyed 287 junior high school music teachers in Yamaguchi prefecture and asked them about music curriculum construction. In these theses, we have tried to analyze the results of the questionnaire on music curriculum construction and have added some considerations to them. We have limited our considerations in this thesis only to the first half of the questionnaire, so a thorough consideration of the whole questionnaire will be reserved to the following theses.