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Makiko Satoh
Session ID: A1-1
Published: 2010
Released on J-STAGE: January 13, 2011
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yukiko umeda, makiko sato, kayoko kaneko
Session ID: A1-2
Published: 2010
Released on J-STAGE: January 13, 2011
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Interest in Ideal Body and Diet
Kimiko KONO, Yuki KANDA
Session ID: A1-3
Published: 2010
Released on J-STAGE: January 13, 2011
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Yoko SUZUKI
Session ID: A1-4
Published: 2010
Released on J-STAGE: January 13, 2011
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-An attempt to utilize a feedback sheet to make a student a motivated learner-
Chizuko Hayashida, Sawako Tsutsui, Astuko Kato(Ueyama), Izumi Hirano
Session ID: A1-5
Published: 2010
Released on J-STAGE: January 13, 2011
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Mainly on learning of cooked rice and miso soup
kikuko KODAMA, katsue ISHII
Session ID: A1-6
Published: 2010
Released on J-STAGE: January 13, 2011
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Watching video of Junior high school students of experience in early childhood education and care
Kyoko Kaneko, Mutsuko Abe, Kiyomi Kuramochi, Michiko Seno, Kazue Mochi ...
Session ID: A2-1
Published: 2010
Released on J-STAGE: January 13, 2011
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Featuring a picture book depicted homosexual couples and their "family"
Kaoru HORIUCHI
Session ID: A2-2
Published: 2010
Released on J-STAGE: January 13, 2011
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MEGUMI MOTOMURA
Session ID: A2-3
Published: 2010
Released on J-STAGE: January 13, 2011
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the study of the students' abortion
Sadako Tokumaru
Session ID: A2-4
Published: 2010
Released on J-STAGE: January 13, 2011
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【目的】大学生の人工妊娠中絶について、その悲しみや悩み、その対応に関する実態調査をおこない、いのち教育の一環として、公認されないグリーフケアの一つである中絶へのケアのあり方を探ることを目的とする。
【方法】2009年7月~12月にかけて2段階の調査を行った。まず調査1では、J大学の男女学部学生・院生(n=460)を対象に自記式アンケートを留置方法で行った。アンケートの内容は、男女によって内容を変え、女性への質問は本人自身のことについての内容(中絶経験の有無、母親との愛情関係、飲酒、自由記述等)と回答者の知人に関する内容(知人の中絶経験、知人の具体的悩み、相談内容、自由記述等)について実態把握を試みた。男性への質問は当然ながら知人友人に関する内容(上記女性への質問内容に準ずる)のみで構成した。次の調査2では、調査1のアンケート回答者のうち、インタビュー調査に同意した人を対象に、面会と電話による半構成インタビュー(調査1の補足、相談した人との関係、相談されたきっかけ、相談した側の反応、相談した側の中絶の悩みの解決方法、相談をした人の現在の様子、相談を受けた側の意識の変化等、10項目)を行った。統計処理はエクセルを用いた。
【結果と考察】調査1では、回収できた回答用紙100通(回収率21.7%)のうち、「本人が中絶経験者である」との回答は皆無であったため、「知人友人に中絶経験者がいる」と回答した22人(女性9人、男性13人)のデータを分析した。
知人友人の中絶の悲しみ・悩み・その相談への対応は男女で異なっていた。相談した側が女性の場合、全件とも中絶後に相談を受けたという回答であった。このことはまさに公認されない悩みや悲しみということであり、中絶前に相談できる状況作りや教育の重要さが示されていいる。相談を受けた女性側の対応は「聞き役」であり、「共感」が多く占められていた。しかしながら、相談を受けた側は話を聞くことしかできないという無力感も回答された。一方、相談した側が男性の場合、事前の相談はあったものの、相談と言うよりも妊娠の報告や中絶の費用のことであり、相談を受けた側も中絶の悩みや悲しみのケアとしての対処ではなかった。中絶という課題における男性側への対策はこころのケア以前のものであり、パートナーとしての自覚や女性側への配慮等の教育が必要であることが示された。
調査2のインタビューでは、調査同意者は5人(女性2人、男性3人)であった。
悩みを相談されたきっかけとしては、3つのパターンに分類され、回答者(相談を受けた側)がはなしのきっかけを作ったケース(これは女性に多いケースであった)、知人からきっかけを作ったケース、会話の途中で相談されたという3ケースであった。また、どのケースにも共通する点は、1対1の状況で悩みを話していることであった。このことは、中絶に関する話は社会的に受け入れられないという思いを男女共に持っていることが関係していると考えられる。
悩みへの対応については、相談を受けた側は、相談した人の悩みを聴き、「そばにいてあげる」という心情と態度を示すことで、相手の悲しみが和らぐことが示された。また、特に男性に多いケースとして、相談する側の中絶に関する内容は「悲しみ」「自責」というより、「負担」、「失敗」、「面倒なこと」という回答傾向であった。また、男女とも、親子関係が良好な回答者では、親に対して中絶の相談をしているという回答が得られた。
本研究は少数回答ではあったが、男性への調査を行ったという点で、わが国では例が見られない調査であり意義の大きい調査であった。今後、家庭、学校、医療機関と連携をとり、単なる避妊知識を扱う「性教育」ではなく、生き方として、性について考える教育の展開がより必要である。さらに、中絶予防的教育に留まらず公認されない悲しみへのケアとその対応に関する教育や取り組みが望まれる。
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-Analysis of Gender Feeling for University Students and Junior High School Students-
Sachiko AOKI
Session ID: A2-5
Published: 2010
Released on J-STAGE: January 13, 2011
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Masae SHOUHO, Shin HAYASUBARA, Keiko ITO
Session ID: A2-6
Published: 2010
Released on J-STAGE: January 13, 2011
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It pays attention to the family's work and own role.
NORIKO HONJO, KAORU HORIUTI
Session ID: A2-7
Published: 2010
Released on J-STAGE: January 13, 2011
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Miho Kamda, Midori Otake
Session ID: A4-1
Published: 2010
Released on J-STAGE: January 13, 2011
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Ikuko NAKADA, Keiko KUBO
Session ID: A4-2
Published: 2010
Released on J-STAGE: January 13, 2011
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through the handouts focusing on items of expenditure
Yurie Komori, Shinobu Yamada, Keiko Semba
Session ID: A4-3
Published: 2010
Released on J-STAGE: January 13, 2011
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Atsumi WAKATSUKI, Setsuko NAKAYAMA, Michiko TOMITA, Atsuko FUJITA, Yok ...
Session ID: A4-4
Published: 2010
Released on J-STAGE: January 13, 2011
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Eriko MATSUOKA, Kyoko TSUBOUCHI, Atsuko HUJITA, Setsuko NAKAYAMA, Atsu ...
Session ID: A4-5
Published: 2010
Released on J-STAGE: January 13, 2011
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Kumi Kamiyama
Session ID: A4-6
Published: 2010
Released on J-STAGE: January 13, 2011
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TAKAMINE KUROMITSU
Session ID: A4-7
Published: 2010
Released on J-STAGE: January 13, 2011
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Dan Abe, Midori Otake
Session ID: A5-1
Published: 2010
Released on J-STAGE: January 13, 2011
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REIKO ISSHIKI, AKIKO SUZUKI
Session ID: A5-2
Published: 2010
Released on J-STAGE: January 13, 2011
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-A Teaching lesson plan on "Remaking slippers" in clothing education-
Tomoe Onishi
Session ID: A5-3
Published: 2010
Released on J-STAGE: January 13, 2011
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masumi yamazaki, kimie ikezaki
Session ID: A5-4
Published: 2010
Released on J-STAGE: January 13, 2011
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attention to Environmental Education
Michiko Kimura
Session ID: A5-5
Published: 2010
Released on J-STAGE: January 13, 2011
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Yumi SHIMURA, Hideko SAITO
Session ID: A5-6
Published: 2010
Released on J-STAGE: January 13, 2011
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mainly the Site Investigation of the Katori Shinto Shrine Otauesai
Motoko Hayakawa
Session ID: A5-7
Published: 2010
Released on J-STAGE: January 13, 2011
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1.Background
In the dress culture, "The culture, knowledge such as wearing, and the technology are acquired with the basic model of clothes, and the ability and the attitude that contributes to the legend and the creation of the dress culture are fostered" is a target. There are researches on the historical science, folklore, and home economics, etc. and parts that come in succession, too. However, the difference point of the dress culture of the homemaking course education is in the desire for the legend and the creation. I wonder whether the research on teaching to the desire for the legend and the creation how it is used in life is a problem.
2.Purpose and research method
This text aims to investigate the symbolism of the tradition color in the home economics education, and to propose it to the class problem. One Katori Shinto shrine Otauesai
3.Case research into dress culture of Otauesai
The festival that faces the god in the rice field before planting rice is held on the first day.
The event that scenery that cultivates the rice field is imitated is held by the sickle, the hoe, the plow, and the cow. It continues with the person who was covered of the drum and the mask, the person of the sickle, the plow, the baby, the denbu, and the girl. The denbu shoulders the hanagasa hat. Afterwards, the cow that rolled it against the backdrop of a red cloth rounds in the hall. The girl plants rice sprouts. The girl multiplies by Aochi and red is multiplied by the kimono of a white bamboo. The sedge hat is connected with a red string. The denbu wear red hakama and in the white ground. Red is seen and it is seen that it is a special color in the festival. Umbrella is put up in grand gate, and addition in white ground red line red is admitted here. Red is seen to be distributed everywhere. The girl worships the god in the rice field with the same costume as the day before on the second day. The seedling is planted while singing the rice planting song. Shinshoku and the baby and the girl head for Kanda.
The result was follow.
(1)Red is a center color of the festival.
(2)The girl and the baby ,the denbu wear red tasuki and red hakama.
4.Proposal of tradition color of dress culture in consideration homemaking course education
(1)The problem of a color symbol of red of the festival is thought by the understanding of relations between the historical background and the culture, etc.
(2)How to use a red costume differs by the climate, the climate, and the culture in the festival, and a similar problem is thought.
(3)The legend and the creation examine the legend in familiar life such as annual events that use red of the tradition color, and the problem to take red to own life symbolically is thought. The problem proposes to the region is thought as a costume matched now.
5:ConclusionIt was shown to investigate the symbolism of the tradition color in the homemaking course education, and to propose the symbolism to the class problem.
It is necessary to understand the symbolism of the tradition color to use the tradition color of the dress culture for the home economics education , to analyze relations between the historical background and the culture, and to make it to the problem that expands the obtained finding to the legend and the creation. It can propose to try of observe the tradition color used as the one example in the annual event etc. and use the tradition color by oneself. The use of the symbolism of the tradition color that gives the desire for the legend and the creation is a problem that was left in the future.
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Get up mainly on a taste and associate it with the other subject
masako SATO, katsue ISHII
Session ID: B1-1
Published: 2010
Released on J-STAGE: January 13, 2011
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Eri Shiba
Session ID: B1-2
Published: 2010
Released on J-STAGE: January 13, 2011
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Junichi Ominami, Taro Oishi, Masahiko Ariji, Atsushi Takahara, Masaya ...
Session ID: B1-3
Published: 2010
Released on J-STAGE: January 13, 2011
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Through the analysis of the classes entrusted by the Ministry of Education, Culture, Sports, Science and Technology
Miho KAWAMURA
Session ID: B1-4
Published: 2010
Released on J-STAGE: January 13, 2011
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Through the Kyoto High School and University Joint Cooperative Education Practice Program
ituko takatori, yasuo Masuzawa
Session ID: B1-5
Published: 2010
Released on J-STAGE: January 13, 2011
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Wakako Saito
Session ID: B1-6
Published: 2010
Released on J-STAGE: January 13, 2011
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YUKIKO TAKEOKA
Session ID: B1-7
Published: 2010
Released on J-STAGE: January 13, 2011
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A case of Kanagawa prefecture
Toshiko SUZUKI, Yukari SATO, Sahomi KODAKA, Kumi ISHIBIKI, Hiromi SUZU ...
Session ID: B2-1
Published: 2010
Released on J-STAGE: January 13, 2011
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Hiromi SUZUKI, Sahomi KODAKA, Yukari SATO, Toshiko SUZUKI, Kumi ISHIBI ...
Session ID: B2-2
Published: 2010
Released on J-STAGE: January 13, 2011
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Yukari SATO, Sahomi KODAKA, Toshiko SUZUKI, Hiromi SUZUKI, Kumi ISHIBI ...
Session ID: B2-3
Published: 2010
Released on J-STAGE: January 13, 2011
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Mitue NONAKA, Noriko ARAI, Hiroko KAMATA, Yuko KAMEI, Junko KAWABE, Me ...
Session ID: B2-4
Published: 2010
Released on J-STAGE: January 13, 2011
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Sachiko TAKAGI
Session ID: B2-5
Published: 2010
Released on J-STAGE: January 13, 2011
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Noriko Kishi, Yukio Nakanishi, Yoko Zaitsu, Masako Yanagi, Mayumi Akas ...
Session ID: B2-6
Published: 2010
Released on J-STAGE: January 13, 2011
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MICHIKO SENO, MAYUMI IGUCHI
Session ID: B3-1
Published: 2010
Released on J-STAGE: January 13, 2011
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Michiru Kawai, Motoyo Tatsuno, Naoko Naoko, Michiko Hirano, Kumiko Ohm ...
Session ID: B3-2
Published: 2010
Released on J-STAGE: January 13, 2011
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Sun as the theme of learning
Shiho Tanaka, Mika Sakaguchi, Akiko Taniguchi, Yoko Suzuki, Yoko Tanak ...
Session ID: B3-3
Published: 2010
Released on J-STAGE: January 13, 2011
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sawako ozaki
Session ID: B3-4
Published: 2010
Released on J-STAGE: January 13, 2011
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Home economics class plan for improving family relationship
Kazue Mochizuki
Session ID: B4-1
Published: 2010
Released on J-STAGE: January 13, 2011
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Emiko ISHIJIMA
Session ID: B4-2
Published: 2010
Released on J-STAGE: January 13, 2011
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Overall consideration of subjective and objective evaluation
Kazuki Naka, Sadako Tokumaru
Session ID: B4-3
Published: 2010
Released on J-STAGE: January 13, 2011
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Mayumi Yoshino
Session ID: B4-4
Published: 2010
Released on J-STAGE: January 13, 2011
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Effect of the exchange in the same homeroom class on learning activity
Mariko Koizumi, Tamaki Mitsuno
Session ID: B4-5
Published: 2010
Released on J-STAGE: January 13, 2011
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Study of active ageing in junior high school home economics education
Yoko Kakuma
Session ID: B4-6
Published: 2010
Released on J-STAGE: January 13, 2011
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