In the previous report, it was shown that in teaching homecooking classes in highschool, teacher and mothers should cooperate more closely to make classes a success and that how mothers play a role in homecooking classes. That research was conducted for the second grade students of senior highschool. On the other hand, this one was conducted for their mothers in order to obtain a new method useful for cooking lessons in future, which was focused on the following items: 1. habit of eating at home 2. changes in the students'consciousness after taking cooking classes 3. effect of cooking classes with demonstration 4. actual state of homecooking The result is as follows According to this research, teacher and mothers should cooperate with each other for homecooking classes to be more successful. Mothers should positively have their daughters practice cooking at home, and the teacher ought to let them realize how important homecooking is.
The purpose of this study was to examine theory, goals and contents concerning the education on family and gender equity in Sweden which is known as one of the leading countries for gender equity. The main source material for this study was the 1969 & 1980 Curriculum for Compulsory Schools (1969 & 1980 Laroplan for Grundskolan) prepared by the Swedish National Board of Education and home economics textbooks. The results are as follows; ・The theory on gender equity has been recognized as an important part for pursuing democracy and equity in school. ・In accordance with the government's positive policy for gender equity, the theory on gender equity was set in the statement of educational goals of the 1969 and 1980 Curriculum. The responsibility of school was mentioned in it to play a vital role for leading gender equalization in the work place, society and home. ・Home economics is one of the main subjects for learning gender equity which is taught mainly in the field of "living together" (one of the five fields of home economics). The contents are, one is for understanding the system and policy of making equal conditions for both sexes in the work place, society and home, the other is for changing the student's rooted consciousness for sexism and gender roles.
The primary concern of this article is to clarify what kinds of significance or potentialities art and craft education has children with special educational needs. In particular, the present study focuses on 'Formative Play' and tries to make clear its usefulness. It is because we cannot say that the significance, teaching contents and methods of Formative Play are not adequately recognized yet in present school education, and furthermore, the author has high expectations for educational meanings and possibilities that Formative Play itself has for children with special educational needs. Moreover, if the present paper succeeds in achieving an agreement on usefulness of Formative Play, we can expect Formative Play to be positively introduced as teaching contents to the fields such as integrative/confluent education. This would lead to secure a chance of self-expression for children, which is in line with the goal of art education that the writer has at the present time.
Present situation of description in textbooks and effect on education concerning disabled person and disability was discussed in the first and second reports. The present report is concerned with the results of experiments of mutual education involving people with and without disabilities by handweaving art "SAORI". In elementary school, pupils with special educational needs taught ordinary pupils how to handweave SAORI. They enjoyed handweaving together. The disabled pupils were deeply impressed by their products, and the both expected next chance. Annual SAORI fashion shows with disabilities were held four times in Kochi university. The university students were struck by the vivid people who weaved wonderful cloth. They thanked for the show.
Using the computer from the viewpoint of computational Linguistics, the author analyzed the verbal expressions concerning the technical terminology in the field of electricity appeared in the junior high school textbooks of technological education. As a result, it was proved that those technical terminology combined with particles 'ga' 'ha' 'no' 'ni' 'wo' 'to' were mostly used as subjects and modifiers together with nouns in the sentences.