Commonality among subjects is important in designing curriculum as well as particularity of each subject. What is the commonality and particularity in terms of new subject,'Seikatsu-ka'? This should be clarified in order to understand and implement the 'Seikatsu-ka' properly. An framework proposed in this study can be used to make the new course structure clear. It consists of two parts. One part is the subject matter area of which pupils would be engaged in some activities, and divided into 6 groups as follows; A. Human environment and their functions B. Physical environment and the community life C. Nature changes (weather, season, etc.) and the life style D. Surrounding natural things and phenomena E. Living things (plants and animals) F. Myself Another part is the pattern of activity, and classified into 13 groups; A. Discussion and planning H. Communication and expression B. Investigation and visitation I. Play and game C. Observation and recording J. Party and festival D. Collection and classification K. Training and drilling E. Breeding and cultivation L. Appreciation and evaluation F. Composition and production M. Living in a class G. Decoration and exhibition Based on this framework, 10 pilot schools' 'Seikatsu-ka' course were analyzed. There appeared some findings as follows; 1. While real experiences had been respected during the 2 years of the course, the character of activities had changed more purposeful in 2nd grade than in 1st grade. 2. The subjects with which 'Seikatsu-ka' was related in integrated approach were mainly 3 subjects; Japanese Language, Special Activities, Arts and Handicrafts, and these combinations. 3. Major factor in introducing the integrated approach might be the policy of the school. 4. A course unit could be evolved analytic or synthetic way according to the purpose by adapting the subject matter and activities.
The past time, practicing of coeducation in Homemaking was restricted by the law and the mind of the people. If a teacher of homemaking tried to practice coeducation, her practicing was brought pressure by lack of understanding of the school administrator or the other teachers. But today, the course of study admits and encourages about it. This study made a compare with of a degree of achievement of coeducation in Tokyo and in Okayama, and tried to view to the future problems. The results are as follows; 1) The teachers had been promoting of the coeducation bravely, but in numbers of practicing there was a differ between in Tokyo and in Okayama. 2) Study and training of teachers was done by themselves using books or magazines about coeducation. 3) The educational condition should be arranged for the mew system of homemaking education. It is included the teachers license, the teachers training systems, the facility of classroom, the curriculum, and so on.
This paper is a process in continual study in regard to the root and its changes of the school music education in our country. The school music education in our country begins at "Ongaku Torishirabegakari" which starts in beginning of the meiji period, and at that time "The Pestulozzi an teaching method in music education" was brought here by way of America. Regarding the original contents of the teaching method that was set up in Switzerland, I have already explained its outline in my former study. So this time, I studied the introduction to Ameraca and the changes of the teaching method by comparing "Gesangbildungslehre nach Pestalozzischen Grundsaessen"by H.G.Naegeli and M.T.Pfeiffer and "The Pestalozzian Music Teacher" by L. Mason. There are various agreements and disagreements in them both,and especially it can be said that the Pestalozzian teaching method in the latter is more improved than that in the former because of the following two points. 1) In combination with rhythm and melody, pupil can get natual beauty and pleasure in music. 2) It seems that L.Mason researched the child development and the psychological viewpoint more deeply in his own way.