日本家庭科教育学会誌

女子中等教育における家庭科教育方法の歴史的研究(第1報) : 高等女学校令以前の家庭科教育について

岡村喜美, 武井洋子

原稿種別: 本文
1970 年 11 巻 p. 1-9
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_1

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1. The aims of girls' secondary education in the Meiji Period were chiefly to teach English, and also to enhance the level of girls' culture; to cultivate womanly virtues and give religious education. A well-defined system in relation to girls' education was not established yet. Though their education was carried out in the national, public and private girls' high schools or middle schools, it was free to take its own course. Home Economics Course was prepared in most girls' high schools either as an essential or elective course. 2. Textbooks of primary school and normal school were about the same in the early Meiji Period. In the middle period, Utako Shimoda wrote "Home Economics", which was excellent, though its educational object was for the upper classes. The teaching methods were developmental teaching techniques such as verbal instructions and discussions, as well as training of washing and cooking etc. which were emphasized for usefulness in actual life. 3. There were few sewing textbooks for secondary school use. They contained questions and answers, and directions for cutting and calculation. Moreover, practice in cutting according to smaller scales than the regular sizes was variously devised.

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家庭科教育不振の諸要因について(第2報) : 家庭科教育の本質をめぐる諸説とその考察

高木葉子

原稿種別: 本文
1970 年 11 巻 p. 10-13
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_10

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Though more than twenty years have passed since homemaking was started as a subject to educate students in establishing a democratic home life, it is not possible to say the results of this education were successful. Our society and homes have been changing rapidly due to the progress of scientific and other advances, and the educational value of homemaking education and its own mission should be re-evaluated. This thesis is to determine whether better methods of homemaking education are possible by introducing and considering five theories on the essential qualities of this subject. It is the aims of the present education to educate rich humanity, abilities to adopt new situations, merit of an individual student, abilities to create and progress. It will be impossible to answer the questions of education if homemaking education does not recognize the essential qualities of the subject by distinguishing it from conventional and practical methods without theories.

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家庭科と保健体育科「保健」との関係

原田一

原稿種別: 本文
1970 年 11 巻 p. 14-17
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_14

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In Japan, Health Education has been included in Science Education and Homemaking Education for a long time since the Meiji Era. After World War II, it was connected with Physical Education, and almost all the contents of Health Education which had been included in Homemaking Education were removed into the new school subject. But, as health is one of the most important elements of our home life, its contents must be taken back into Homemaking Education.

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Lake Placid Conferencesにおける家政教育の構想 : とくに小・中・高の家庭科教育について

藤枝悳子

原稿種別: 本文
1970 年 11 巻 p. 18-23
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_18

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The aim of this study is to clarify the conception of homemaking education for elementary and secondary schools as discussed at the Lake Placid Conferences, and also to offer suggestions for homemaking education in the future. The following three points are pointed out as a result of this study. 1 Home economics education takes an important role for society. From this point of view, homemaking education is clarified. 2 The subject of "homemaking" (in the L. P. C. "household arts") makes a close connection between school and daily life, and is a part of education for humanity. 3 What must be taught in the subject of household arts? To answer this question, the members of the Lake Placid Conferences tried to make a structure of household arts as a subject matter. Therefore, it can be said that in the Lake Placid Conferences homemaking education showed signs of its structure as a subject matter.

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フランスにおける家庭科教員養成について

川端晶子

原稿種別: 本文
1970 年 11 巻 p. 24-29
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_24

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France is unique in the field of cooking and sewing, so my interest was centered on home economist's taking a teacher's certificate course. From September, 1964, till March, 1966, I visited four educational institutes, as follows : 1) "Institut pedagogique national" 2) "Ecole normale superieure de l'enseignement technique-Section de sciences appliquees a l'economic domestique" 3) "Centre national de preparation au professorat de travaux manuels educatifs et d'enseignement menager" 4) "Ecole normale nationale d'apprentissage Section d'enseignement menager" I investigated on the above topic by means of taking lessons and collecting materials for study.

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全国高等学校家庭科技術検定に関する考察(第3報)

関志比子, 春田和子

原稿種別: 本文
1970 年 11 巻 p. 30-36
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_30

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The aim of this report is to know how effective the HET Test is for students in obtaining skills of home economics, especially in cooking. What the Report No. 2 could not explain was made clear. Our test was conformed to the standards of the HET Test as has been done in Report No. 2 but an improvement was made in grading. The test was given to junior college students. The findings are as follows : 1. The degree of certfication received has some effect on the results of the test. Significant difference is shown between students qualified for first and second degrees and those for third and fourth degrees; and for those having no certificate. 2. The more home economics lessons the students have taken, the better marks they make in the test. 3. Students who had higher certificates are quick to grasp the main points of cookery art and achieve more excellency in practice. 4. The higher the certificate the more exactly a student carries on her given work within the allotted time, the more effectively she arranges her work beforehand, and the more efficient cooking methods she uses.

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全国高等学校家庭科技術検定に関する考察(第4報)

関志比子, 春田和子

原稿種別: 本文
1970 年 11 巻 p. 37-47
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_37

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The HET Test is encouraged not only by the success of the students in improving their ability of home economics, but also by the favorable attitude of the school authority and teachers toward the test. This report explains the relation between the achievement of the test and the attitude of school authorities and home economics teachers in a certain prefecture. The findings are as follows : 1. Four types of schools; i. e. the progressive, changeless, regressive, and reconstructive type were observed during the nine years of administering the HET Test. In the progressive type schools, (1) The administrators and teachers of other subjects as well as home economics teachers recognize the importance of the HET Test. (2) Generally speaking, educational environment is better than that of any other type of school. (3) A teacher of home economics takes charge of smaller number of students than does one in the schools of other types. The ratio of the teachers to the students is important, not the mere number of teachers. (4) All students who take home economics are given positive advices to take the HET Test by the school authority. 2. According to the recognition of the educational meaning of the HET Test, home economics teachers belong to one of the following four types; affirmative, negative, passively negative and passively affirmative. What position the teacher gives to the test in the whole curriculum of home economics decides these differences. The teachers of the affirmative type acknowledge the test as a main part of the curriculum, while those of other types give it only secondary position in the curriculum.

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中学校の被服製作指導 : 学習の深化と能率化をめざして(第3報)

桑原敏子

原稿種別: 本文
1970 年 11 巻 p. 48-52
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_48

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The purpose of the present work is to establish the contents and methods to teach clothing construction at the junior highschool level. The students concerned are those who entered in 1966, and since then they have been taught clothing continuously. The contents consist of daily, rest and special occasion clothes which are arrayed from easy to difficult and from imitation to creation. The contents consist of need for critical thinking which are inserted at key points, and of skills with aid of samples at each stage. After three years continual teaching, the amount of knowledge, skill and manner is checked and the following results were obtained. 1) The students have basic knowledge but only 40% of them can apply the knowledge. 2) Their skill is fairly well but their speed is not satisfactory. 3) They appreciate the significance of clothing construction because of its usefulness in making a clothes suited to personality, and to mend.

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中学校被服製作における基礎技術 : その1 ブラウスのえりつくりに関する一考察

生田則子, 浅川八重子

原稿種別: 本文
1970 年 11 巻 p. 53-57
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_53

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This study aims at selecting adequate teaching methods in order to have students acquire more sufficient mastery of the fundamental techniques in clothing construction, which have become somewhat complicated in junior high schools. The fundamental techniques in making collars were given to be learned by several methods, and the workmanship, the time required and the state of acquirement were investigated. Subject of study…80 girl students, the first year, Yamaguchi Junior High School Attached to Yamaguchi University. Fundamental techniques…(1) 4 groups classified by methods of arranging "mikaeri" (the overside-collar edge turned in the underside collar) around the outer edge of the collar (2) 3 groups classified by methods in treatment of rounding corners of the collar. Methods of evaluation…(1) The workmanship was determined by established standards. (2) The time required was measured by the elements of work. (3) The state of acquirement was examined by written and manual tests after 5 months. Results of investigation : There was not much difference seen among the groups classified by the methods of arranging "mikaeri" around the outer edge of the collar. But the ranking by the methods used was determined and some views were gained concerning the workmanship, the time required and the states of acquirement. Definite results were obtained concerning both the workmanship and the time required among the groups classified by methods of neatening the round corners of the collar. And some views were also gained concerning the teaching methods.

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被服指導を能率的にするための器具(切じつけ器)に関する研究

塚本すが

原稿種別: 本文
1970 年 11 巻 p. 58-62
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_58

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A Tailas tacking implement to make tacking easier and accurate was devised. A paper was read at the Annual Convention of the Tokai District Home Economics Association held in Gifu in January 1965, on the structure and principle of the implement. A comparative study of the methods for this new implement was then made. In the present paper, the results will be given : in short, the use of the newly-devised implement makes tacking easier, quicker and accurate. Further experiments on the effects of using the implement was made. The effects of the initial practices were remarkable, but efficiency decreased as the practices were repeated.

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かぎ針編における円形編の数理的検討とその応用

多田千代

原稿種別: 本文
1970 年 11 巻 p. 63-71
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_63

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As a result of observations on the plane structure of crocheted circular-patterns and actual experimentation, the author found out the following formulae for "the number of beginning stitches" and "the number of stitches to increase" in each round when the circular-pattern is designed to lie flat. Number of beginning stitches : N_<10>=2πh/w N_<1α>=2π(α+h)/w Number of stitches to increase : M_i=2πh/w M_n=2πh'/w In these formulae, π stands for the circular constant, w for the width of a unit stitch; h, h' stands for the height of a unit stitch in the last round, and hence, the relation of h<h'. N_<10>, N_<1α> are both "the number of beginning stitches". When there is no space designed at the center of a circle crocheted, N_<10> is applied, and when there is a space, α in semidiameter, N_<1α> is applied. Both M_i and M_n mean "the number of stitches to increase". When there are n rounds, "the number of stitches to increase" in each round from the first to (n-1) th round is M_i, and that in the last round is M_n. As an application of these formulae, further mention is made of crocheted-triangle, quadrangle, multiangle, oval, and cone.

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食物教材における学習指導内容の系統化 : 炭水化物性食品の展開

島田鈴代

原稿種別: 本文
1970 年 11 巻 p. 72-76
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_72

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From the present cooking lessons, girls can prepare menus and cook only what is learned. How to develop their ability of preparing menus and cooking what they have not learned, i.e. to apply their present knowledge is this study's aim. As for the method, students were told to comprehend nutritious ways of cooking foodstuffs by examining chief elements in foodstuffs used in the cooking experiment. Stress was on carbohydrates for this study. The results are as follows : 1. Their knowledge and understanding made great progress by this cooking experiment. 2. They became able to criticize menus and cooking ways nutritiously. 3. Their desire for effective intake of nutrients contained in foodstuffs increased. 4. Their techniques in comprehending the main points of new lessons in cooking increased.

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調理実習における児童の作業実態について

浜田滋子, 吉沢昭子

原稿種別: 本文
1970 年 11 巻 p. 77-82
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_77

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Cooking lessons are generally practised in a group, and in elementary schools the behaviour which a child displays during cooking lessons are said to be different from those displayed by others. The present writers have examined for a year the actual conditions of the cooking lessons which are given to the children belonging to the fifth and sixth grades of the elementary school attached to Mie University. To carry out exact observations, the behaviours which each group of ten children showed as a whole were recorded by means of a tape recorder. The records were then analyzed to abstract the behaviours of individual children. The investigation of the records has made the following points clear : 1. The amount of actual working time constitutes about 60 per cent of allotted hour. But individual difference is dispersed, and its percentage ranges from 10.5% to 86.0%. 2. The amount of working time varies according to subject matter. Those which require lots of activities, school children give longer working time than those which require fewer. 3. Boys are fond of those activitities which are varied, while girls tend to show a liking for continuous ones. Accordingly, the latter require longer working time than the former.

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既婚女教師家庭の食生活とそれをとりまく諸問題

鐙本温美, 加藤公代

原稿種別: 本文
1970 年 11 巻 p. 83-88
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_83

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A questionnaire survey was held on management in foods activities and food intake of married female school teachers compared with teacher's wives unemployed. Findings are as follows : (1) 70% of 299 teachers had responsibilities of food preparation and clean up for their families. Time for foods activities occupied the largest part of homemaking time of teachers. (2) Labour time including commuting time to work was 10.1 hours, and 3.4 hours for homemaking per day on the average. School teachers had only 1.6 hours for leisure per day on the average. (3) School teachers had problems of inconvenience in getting food, inconvenient fuel sources, lack of sufficient number of burners and rather rare usage of processed foods. (4) Only 3% of diets were sufficient from the point of view of the six basic food groups in their nutritional balance, while 77% of teachers believed that their families were satisfied with their diets. (5) Less time for foods activities and other homemaking activities was spent by teachers than unemployed housewives, while nutritional balance of their diets were a little better than the housewives.

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食料費と生活水準測定の問題 : 家族構成と所得との関連における純粋エンゲル係数について

鈴木咲枝

原稿種別: 本文
1970 年 11 巻 p. 89-93
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_89

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Recently, in general, it has been evident that a rigid interpretation of Engel's Law is not true for a particular family, for particular times, and under particular conditions. So I attempted to investigate positively the application of Engel's Law on food expenditure and the pure Engel coefficient. Thus, I analyzed the family expenditure data from "Annual Report of the Family Income and Expenditure Survey" and "National Survey of Family Income and Expenditure for all Japan", into the Engel curve by 16 income groups. This investigation was undertaken upon using both (a) Engel coefficient and (b) Engel coefficient. They are as follows : (a)=Food expenditure/Living expenditure (b)=Food expenditure/Expenditure Secondly, I analyzed these data into the systematic material that living expenditure of which the total size of per head is nearly equal have revealed classifying the household size. The results obtained are summarized as follows : 1. The Engel's Law operate in the reverse direction over the definite range of income group and the Engel curve representing each income group in using both (a) and (b) Engel coefficient above mentioned. The Engel curve such as (a) and (b); (a') and (b') [Fig.5] show almost similiarity in style. 2. The pure Engel coefficient curve that eliminate household size effect shows contradiction to average Engel's Law with increase in household size.

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女子思春期の発育及び初潮とその指導

荻津文子

原稿種別: 本文
1970 年 11 巻 p. 94-98
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_94

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In this report, the author dealt with the relationship between growth and menarche of girls at puberty and classified the developmental stage into the following four : (1) Well growth of stature and posterior shoulder width in girls of 8 and 9 year olds. Some 9-year girls had menarche rarely. (2) Better growth of bust girth, waist girth, hip girth and body weight in 10 and 11-yearolb girls. The olbnumber of girls of menarche increased in this stage. (3) Relative values of the above-mentioned measures to bust girth and the thickness of hypodermal fat almost reached the adult's figures. The number of girls of menarche reached maximum. (4) Some retarded growth is shown in 14 and 15-yearolb girls but the menarche came on in all girls by 15 years age. Guidance should be done at school as well as at home according to the mental and physical growth of pupils. For example, to fourth-grade girls in elementary school, general guidance should be given on menarche. Thereafter, in the subject of homemaking, to all pupils of fifth grade including boys, guidance on the significance of menstruation through the role of man and woman in home life should be considered.

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調理学習における調味の指導について : 計量スプーンの問題

足立貞子

原稿種別: 本文
1970 年 11 巻 p. 99-107
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_99

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Three experiments were carried out for the following objectives : (1) To find out errors in the weight of salt and sugar when measured by measure-spoons, by weighing them on the balance. (2) To ascertain whether the errors decreased or not by training. Exp. I : Using two groups of teachers and students of different ages as subjects, errors on the balance weight made by the use of measure-spoons were analyzed. Under all conditions, the errors were larger in differentiating saltiness and sweetness, though there were large individual differences among the subjects. Exp. II : Differential thresholds of saltiness and sweetness were tested. The method used was paired comparison. The materials were soup, mashed potato, and tea. The discriminating values of saltiness were about 0.1%, and those of sweetness about 0.5%; at 1% and 5〜8% concentration respectively. Exp. III : The errors were weighed in a similar way as in Exp. I. The distinctive feature in this case, however, was the fact that each subject showed improvement in the performance on each trial. At any periods of training on the last training day, errors and variability of performance decreased with the majority of the subjects.

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親と子の生活時間の比較 : 1961年と1966年

稲田準子

原稿種別: 本文
1970 年 11 巻 p. 108-111
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_108

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The purpose of this study was to compare the use of time by mothers and children in 1961 and 1966. A survey was carried out on daily activities of mothers and children ranging in age from 10 to 15 years. The subjects in this study were 200 mothers and 200 children. The main results were as follows : 1. There was little change in the average amount of homemaking time used by the mothers. 2. The time for watching television of the mother and of the children increased from 2.3 hours to 3.9 hours and 1.6 hours to 2.6 hours respectively. It was suggested that watching television changed the use of family member's time.

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家庭科教育の性格と問題点 : 性的分業を中心として

柳昌子

原稿種別: 本文
1970 年 11 巻 p. 112-117
発行日: 1970/03/01
公開日: 2017/11/29

DOIhttps://doi.org/10.11549/jjahee.11.0_112

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Homemaking education in the Japanese elementary and middle schools seems to be scgregated by sex in terms of teaching content; that is, what boys learn through this subject is substantially different from the girls. This segregation is apparently based on the assumption that the roles of both sexes in society as well as in the family have been, and also will continue to be, distinctively different from each other. However, in the author's view, there has been a serious lack of consideration about the reasons why the roles of male and female differ, and also will be in the future, from one another. It seems the above assumption has something to do with the social need that differentiation of labor in society should be maintained as it has been. Therefore, the author feels it necessary to examine the current state of homemaking and to reorganize the subject totally in view of what kind of division of labor the emerging generations should be in society as well as in the family.

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