The purpose of this study was to clarify the trends of practical researches in Technology Education. We investigated the frequency terms concerned with Technology Education in the database "CENTER" constructed by National Institute for Educational Research from 1982 to 1994. As the result, 517 data and 294 kinds of terms were found. These terms could be divided into 6 fields based on Course of Study (Wood Working, Electronics, Fundamental of Informational Science and Technology, Cultivation, Mechanics, Metal Working) , and into 7 fields of educational researches (Teaching Contents, Teaching Materials, Teaching Methods, Researching Methods, Researching Objects, Evaluations, Scholarship). The trends and the problems were as follows: (1) Teaching-Learning Process was centered upon the theme of these researches. (2) Practical Researchers' view points of scholarship were not limited in current curriculum. (3) There was a vast difference in the volume of the researches in each field of Course of Study. (4) The researches about Safety Education, Thinking Process, Skill Mastering, and Evaluations were not enough. These results might be used for further systematize of practical researches in Technology Education.

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As the opening of Home Economics classes to male students in high schools began in 1994, Home Economics education has taken a step towards fulfilling the purpose of improving people's home life and coexistence as a subject which should be taught regardless of gender in all schools. The food subject area of Home Economics is especially popular and familiar to students, and is, therefore, expected to be taught effectively and accurately. In order to clarify the teaching method to students, the textbooks used in America, in which the coeducational system is rooted, are examined to make comparisons. Home Economics teacher in Japan are expected to acquire great understanding of the characteristics of Japanese textbooks due to the comparative results. In conclusion, the food subject area must be taught with valuable contents and a broad view, depending on the growth stages of children and completed with supplementary input.

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Problems of a subject to teach at Junior high school and information relation at High school are course of study and evaluation of the class. And, in these subjects, the educational method that paid attention to emotion and will side is a problem. This study is an object a domain of information technology, foundations of Junior high school technology department and a domain of information education of a High school. Fuzzy analysis (fuzzy count and membership function) comparison examined evaluation by Factor and Cluster analysis. As a result, scholarship improvement of understanding that it influenced next three concrete subject leadership. It is contact with human relations, practical advice and a lesson backed up by a theory. And we can understand that teacher's leadership is related with interest, concern and desire. A key word; Information education, Evaluation, Emotion domain Fuzzy analysis, Factor analysis

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The purpose of this study aimed as to how the promotion of international understanding is dealt with in the textbooks of home economics used at upper secondary schools and proposed ways to utilize home economics education as a means of developing students' awareness in the area of international exchange. 1. The current course of study of home economics does not contain explicit reference to the global human community, although attention is given to invite students to look at the world in terms of family life, home economy, diet and housing. 2 . In home economics textbooks for upper secondary school students are generally inadequate in their references to international matters, although some of them contain fairly large number of keywords such as "international", "world", "earth" as well as different country names. 3. Learning about costumes, diet and housing of other nations of the world is very effective to develop understanding of cultures of these countries and to give them opportunities of taking a fresh look at their own cultural environment. Student should be encouraged to take interest in the relationship that exist between their own life and the international community at large, and this should become a major concern for home economics education. 4. Presence of students who have lived in different countries is a valuable factor to promote international understanding of students, those returned students should be given opportunities to talk about their experience and to make them an important fact or to benefit home economics education on the basis of their personal contact with different culture.

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School Education in China has made a remarkable progress during the decade from the 1980's to the 1990's e.g., a compulsory education system, the established examining committee for teaching materials in elementary schools and junior high schools, and the published authorized textbooks. In 1986, Biiku (Aesthetic Education) was recognized as an important subject in Chinese education. Art (including Music) education has been placed great importance on in education. This paper discusses present music education in China paying special attention to music education from the 1980's to the present and analyzing music textbooks of elementary schools. Our research materials are the articles and music textbooks published in China and "Kyogaku-Taiko" equivalent to "Course of Study" in Japan. Generally speaking, Chinese are trying to realize music learning comprehensively, based on the surroundings closest to them, such as racial elements or physical exercises, though they make great account of aesthetic education supported by the traditional socialism in China.

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The purpose of this study is to clarify the problems of curriculum of Home Economics at Secondly school The questionnaires were sent to 245 secondly school teachers of Home Economics all over the country. 44.9 % of them were collected. The results were as follows: 1. As to the structure of subject, 24.5 % of answerers desired to divide "Industrial Arts and Home Economics" into "Industrial Arts" and "Home Economics". 2. To establish the optional courses in "Industrial Arts and Home Economics" were not desired. 3. To make the contents of an area "Home Life" better were desired. 4. It was short of time to encourage skills of pupils in Home Economics classes. 5. There were no consistent theory between Home Economics at elementary school, H.E. at secondly school and H.E. at high school.

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This research was conducted to find out the effect of the menu planning lesson using computer software developed for planning the menu on the menu planning ability of senior high school students. Students were divided into three groups, a computer group, a handout group and a control group. Students of the computer group studied menu planning operating the computer, students of the handout group were studied it using the figures showing nutrition contents in food or on the menu, which were printed out by the computer. Students of the control group were guided by using a textbook and standard tables of food composition. Pre-test and post-test were given to examine the menu planning ability for each group. In the test, students planed the menu, which was checked as to 7 conditions such as nutrition balance, the sense of season, variety of taste, cooking method, color of food, suitable table setting and combination of dishes. The results were as follows: (1) The points of post-test marked as to the nutrition balance were significantly increased in the computer group and the handout group, especially in the computer group, greater numbers of the students improved their score in the post-test compared with other groups. (2) No significant difference was seen in the points of post-test marked as to other conditions except for nutrition balance among three groups. From these results, the menu planning lesson using computer software was effective for improving the ability of planning a nutritionally balanced menu; however no significant effect was seen in improving the ability of planning the menu which satisfied other conditions except for nutrition balance. It was suggested that the introduction of the use of visual materials are useful in enhancing the ability to plan following the conditions mentioned above in the menu planning lesson using computer software.

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The purpose of this study is to clarify the actual state and problems of coeducation in industrial arts and home economics subject in Shimane prefecture. A questionnaire has been made on the actual conditions of industrial arts and home economics and on the teacher's views concerning home economics education. The results obtained were as follows: 1)In some cases, industrial arts and home economics classes were taught by the teachers without certification. 2)Especially, it was recognized in the small-scale schools. 3)Most male and female students studied together in the area of home life, food, woodworking, home electronics and information processing. 4)Most teachers recognized that the coeducation in industrial arts and home economics brought good influence on learning. We conclude that the improvement and the expansion of facilities are requisite for achieving coeducation in industrial arts and home economics. Moreover, it should be taught by the certified teachers in all schools, irrespective of school scale.

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