巻号一覧
21 巻 (1977)
- 2 号 p. 79-
- 1 号 p. 1-
前身誌
21 巻, 1 号
選択された号の論文の10件中1～10を表示しています
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越智 信子, 鮒田 崎子, 白石 方子, 久保木 道子, 阪本 礼子原稿種別: 本文
1978 年 21 巻 1 号 p. 1-6
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスThe contents of homemaking and sewing education were investigated and discussed by interviewing those who attended the schools in those days. 1. Homemaking education was generally inactive, and much importance was attached to sewing, both in regular elementary and higher elementary schools. 2. Sewing lessons included ordinary straight sewing and how to make floorcloths, bags, some other little things, underwears and kimonos; the teaching materials varied in different districts. 3. Such distinctive teaching materials as beautifully stitched dustcloths and dishcloths, bags used in case of congratulation, etc. were adopted to make use of the gained technique of straight sewing. In all of them were shown the teachers' originality and ingenuity.抄録全体を表示PDF形式でダウンロード (608K) -
久保木 道子, 越智 信子, 鮒田 崎子, 白石 方子, 阪本 礼子原稿種別: 本文
1978 年 21 巻 1 号 p. 7-12
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスThe characteristic throughout the first half of Showa can be said that the changes of systems, basic principles and contents of education were all for wartime purposes. 1. Elementary schools were changed into national schools in 1941, when 'kaji' became 'geino-ka-kaji', and 'saiho', 'geino-ka-saiho'. But no big changes were in their contents, because they had originally been treated as art or skills. Shortage of teaching materials, however, promoted changes in devices, which helped cultivate learners' originality. 2. There was one noticeable thing in youth-school-education, where the united course 'kaji-and-saiho-ka' (to become 'katei-ka' later) had started. This unity was prior to that of girls' high schools. Unfortunately not much progress was made in the contents, despite the unity of the titles. 3. Vocational schools overly-emphasized sewing, especially in agricultural schools. But in the tenth-years of Showa, weight moved to 'kaji' gradually. 4. In girls' high schools, scientification of living was emphasized as science course did. But toward the end of the war, no regular classes were held. Instead, various school activities such as sewing, washing, mending of military uniforms, and preparing lunch for wounded soldiers connected the course with living, though that was far from home-management-centered one.抄録全体を表示PDF形式でダウンロード (662K) -
阪本 礼子, 越智 信子, 鮒田 崎子, 白石 方子, 久保木 道子原稿種別: 本文
1978 年 21 巻 1 号 p. 13-17
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスDuring the first half of Showa, in Ehime Prefecture there were twenty-eight secondary schools for girls, including practical schools, and vocational ones with some girls among their students. The following results came from the many-sided studies including laws and regulations of that period as well as recollection-style questionaires to 322 former students from 25 different above-mentioned schools. 1. Sewing education generally had its contents follow that of the previous period. But after the beginning of the Pacific War, wartime materials were dealt with, such as 'monpe' working clothes, and standard ones, guidance strongly being made toward conservation of materials and the like. 2. As for the teaching of cooking, reflecting the shortage of food, wartime food was devised according to the location of each school. 3. After the promulgation of the National General Mobilization Law, cultivation of womanly virtues was emphasized. According to Girls' High School Regulations, 1943, 'kaji' was retitled as 'kasei-ka', state textbooks were published, inspiring patriotic home-view.抄録全体を表示PDF形式でダウンロード (564K) -
高木 葉子原稿種別: 本文
1978 年 21 巻 1 号 p. 18-23
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスThis article aims to clarify what the ideas about Homemaking Education for boys were when the educational system was reformed fundamentally after the war; and why, since then, coeducation on this subject has not been settled in junior and senior high schools. The author pointed out that even the leaders of the new Homemaking Education were of the opinion that while a woman might have a profession outside the home, she would also be responsible for housekeeping and taking care of children, but a man would be only a helper in the home. So they thought Homemaking Coeducation would not be necessary except in the elementary schools. Those traditional thinkings for male and female which had been involved in the new educational policy itself seemed to prevent the progress of Homemaking Education.抄録全体を表示PDF形式でダウンロード (841K) -
朴木 佳緒留原稿種別: 本文
1978 年 21 巻 1 号 p. 24-29
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスThe aim of this second study was to examine by interview whether student's scientific concept is based on concrete knowledge or not. The concept of nutrition is adopted as a model. 1) Girl's concept of menu consists of the underlying concepts, such as : nutrition, preference, economy, efficiency and cooking. 2) The more girls have to do with the following four acts, decide menu by oneself, buy foods by oneself, cook a meal by oneself, be interested in the information on the menu, the more their concept of menu develops. 3) More than half of the girls answered that a good nutrition meant the balance of nutrition elements. But this answer wasn't influenced by the above four acts. 4) The girl's knowledge of nutrition elements in food wasn't influenced by the four acts either. 5) Between those who answered "balance for nutrition" and those who didn't, a relationship of having knowledge wasn't found.抄録全体を表示PDF形式でダウンロード (608K) -
櫛田 真澄原稿種別: 本文
1978 年 21 巻 1 号 p. 30-33
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスHomemaking education is expected as adaptable to the present age. The modern family is changing structure and functions from the old traditional family. This report is my survey results about the relation of roles in the students' home life. A questionnaire was given to 440 students; from elementary school, junior and senior high schools. The results are as follows : 1. The work of men and women are distinguished during childhood at home. 2. Gradually the students can do things by themselves when they become high school students. This involves shopping for their clothes, care of their clothes and cleaning their rooms. 3. Most of the bringing-up and social training of the children, as well as the personal hygiene training is done by their mothers. 4. The students expect to disperse housework among all family members, as their ideal.抄録全体を表示PDF形式でダウンロード (492K) -
秋山 晴子, 有賀 明子, 大貫 久美子, 加来 登美子, 滝田 和子原稿種別: 本文
1978 年 21 巻 1 号 p. 34-42
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスStudents of senior high schools are required to learn 'General Home Economics' (which consists of five areas) as a compulsory subject for four credits since the revision of the curriculum in 1973. This study dealt with the views of home economics students who had completed a course of 'General Home Economics' in Fukuoka Prefecture after two years had passed since the revision. The results show that the need of 'management of food life' and 'child care and home nursing' are the most important for these students, while 'home management' and 'management of clothing habits' are the least important for them.抄録全体を表示PDF形式でダウンロード (923K) -
伊藤 央子, 小笠原 ゆ里, 岡村 喜美原稿種別: 本文
1978 年 21 巻 1 号 p. 43-49
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスObject To examine the difference of consciousness about content of 'General Home Economics' between teachers and students. Method To choose 2 Senior High Schools (both the general course and the vocational course) from every district of all Japan which is divided into 9 districts, and to ask 60 students of these schools at random, by the questionnaire method. Results 1. The difference of consciousness toward 'General Home Economics' between teachers and students were great. This indicates the essential problem of 'General Home Economics'. 2. Both teachers and students pointed out that the study concerning 'home management of foods' has a high necessity. 3. Teachers think that the study concerning 'family and home management' has a high necessity, but students do not always think so. 4. Teachers indicated that the study concerning 'housing' and 'clothing' are not always necessary. Note : 'home management of foods', 'family and home management', 'housing' and 'clothing' are contents of 'General Home Economics'.抄録全体を表示PDF形式でダウンロード (788K) -
渡辺 みよ子, 西村 敬子原稿種別: 本文
1978 年 21 巻 1 号 p. 50-54
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスSurvey into the system of how teachers are assigned to homemaking was carried out by mailing questionnaires to those in charge of homemaking in all elementary schools in Aichi Prefecture. The aim was to examine which system is most desirable for the enrichment of homemaking education. The results were as follows : 1. Teachers dispatched from outside and those schools depending on both teachers dispatched and self-supplied each amount to 30%, followed by those depending on only teachers in charge of their own classes amounting to 15%. 2. Combination of teachers from outside and self-supplied system prevails in large and medium-sized schools, whereas outside-supplying system prevails in small sized schools. 3. Combination of outside and self-supplied system prevails in Nagoya City and Owari District; outside-supplying system prevails in Mikawa District. 4. Prevalent system is correlated to both the size and the location of school; the correlation with the former is higher.抄録全体を表示PDF形式でダウンロード (476K) -
西村 敬子, 渡辺 みよ子原稿種別: 本文
1978 年 21 巻 1 号 p. 55-58
発行日: 1978/05/31
公開日: 2017/11/29
ジャーナル オープンアクセスThis second report is concerned with a survey into the system of taking charge of homemaking and teacher's views on homemaking education from teachers' side while the first report discussed the system from the school's side. As a result, followings were made known. 1. Teachers surveyed consisted mainly of those in their twenties, followed by those in fourties, thirties and fifties. The ratio of the number of males to that of females were four to one. Their higher education was composed of the department of education of university (45%), other departments of university (11%), junior college (16%), and professional school or normal school (28%). 2. 44% of the teachers in charge of homemaking were self-supplied and simultaneously in charge of their own classes. 39% were supplied from outside (outside-supplying system). There were more cases of outside-supplying system in the teachers from junior colleges than in those from the department of education of university. 3. Fairly large amount of teachers considered that homemaking should exclusively be taken charge of by a specialist in the future. 4. Many of the teachers supplied from outside didn't consider any relation between homemaking and other subjects. 5. Many of the dissatisfactions with homemaking lay in the imperfection of facilities, followed by the contents of homemaking.抄録全体を表示PDF形式でダウンロード (435K)
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