巻号一覧
24 巻 (1981)
- 2 号 p. 1-
- 1 号 p. 1-
前身誌
24 巻, 1 号
選択された号の論文の12件中1～12を表示しています
- |<
- <
- 1
- >
- >|
-
片山 登美子原稿種別: 本文
1981 年 24 巻 1 号 p. 1-8
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスA questionnaire was used by the teacher-trainees of Doshisha Women's College to see the opinions and consciousness of home economics teachers about the problems of coeducation of home economics in junior and senior high schools. In 1978 and 1979, 200 answers out of 259 schools were returned. The main results were as follows : (1) Coeducation was executed in 25 out of 160 junior high schools, and in 5 out of 40 senior high schools. Most remarkable merits of coeducation were : collaboration and understanding between boys and girls, boys' interest in homemaking, etc. Most remarkable difficulties were : shortage of teaching hours and equipments, scope of homemaking education being limited, etc. (2) There were 94% pros and 6% cons toward coeducation. Reasons for pros were : importance of homemaking in human life, equality between the sexes, increase of working couples, etc. Further need for examination in the enforcement of coed-homemaking education were stressed.抄録全体を表示PDF形式でダウンロード (948K) -
柴 静子原稿種別: 本文
1981 年 24 巻 1 号 p. 9-15
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスThis article deals with Competency Based Teacher Education (CBTE) Program in Home Economics which has been developed in the United States. Through reference study of publications developed at workshops and theses given in professional journals, the origin and history, method of identifying the competencies, and features of the model were revealed as follows. 1. CBTE Program is based on behavioral psychology. 2. Seminars were held to identify the structure of important knowledges for the field of home economics education in terms of concepts and generalizations. 3. The model for implementing CBTE has several features; mainly, behavioral objectives, modules, and individual learning.抄録全体を表示PDF形式でダウンロード (779K) -
村山 淑子, 中村 よし子原稿種別: 本文
1981 年 24 巻 1 号 p. 16-21
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスWe investigated pupils' knowledge, skill and attitude relating to family living, in order to define their developmental trends. In the first survey made in December 1979, 797 boys and 706 girls enrolled in classes from second to sixth grade of four elementary schools of Aichi. Prefecture, responded to a questionnaire. The questionnaire included the items inquiring cognition of words and symbols concerning family living. The responses to the items were analysed, and results were discussed. On the whole, their cognition increased, and self-centered and subjective cognition decreased as their grade advanced. Homemaking education in fifth and sixth grades had a significant impact on their cognitive development. We observed very little differences in cognition between boys and girls.抄録全体を表示PDF形式でダウンロード (648K) -
村山 淑子, 中村 よし子原稿種別: 本文
1981 年 24 巻 1 号 p. 22-28
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスFollowing Report 1, development of elementary school pupils' skill for family living, mainly about sewing and cooking, was dicussed in this report. It appeared that pupils' skills developed as their grade advanced. Their skills advanced markedly at fifth and sixth grades as a result of homemaking teaching. There appeared marked differences between boys and girls. Girls thought they had more skills than boys did as far as sewing and cooking were concerned, therefore much attention should be paid to boys to stimulate their interest in these skills. As more pupils expressed they did not have experiences in cooking items than they did in sewing items even after homemaking classes, teaching methods should be improved so that every pupil may get experiences individually in cooking group activities.抄録全体を表示PDF形式でダウンロード (728K) -
金田 利子, 赤井 チサト, 塚本 すが, 吉原 崇恵原稿種別: 本文
1981 年 24 巻 1 号 p. 29-35
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスThe aim of this study was to make clear how the curriculum of Homemaking Education should relate to children's development. This report discusses the methods in which we researched into the development of children's cognition about homemaking. They were proposed to investigate not only the final stage of development children attained, but the transitional process of development in children, and also to consider the relation of children's development with the curriculum of Homemaking Education viewed from the zone of the nearest development. The results were : 1. The transitional process of development was detected in children's cognition on homemaking. 2. The contents of Homemaking Education can be better organized by taking the zone of the nearest development.抄録全体を表示PDF形式でダウンロード (772K) -
越智 信子, 鮒田 崎子, 白石 礼子, 久保木 道子, 阪本 礼子原稿種別: 本文
1981 年 24 巻 1 号 p. 36-43
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスFive hundred persons who attended middle schools for girls in Ehime Prefecture during the Taisho and the Showa Eras before the end of World War II have been asked what they think of the school instruction they received. The general features of their answers are as follows : 1. Regardless of the kind of middle schools they attended, most useful since graduation were sewing, housekeeping, and thirdly on morals and good manners. 2. What the Education Ministry aimed at in the education of girls was the making of good wives and wise mothers on the basis of nationalistic morality inculcated in morals classes and technical instruction given in sewing and housekeeping lessons. This was reflected in their consciousness. 3. Few mentioned the unfavorable role that sewing and housekeeping lessons played in the social system where men were allowed to predominate over women.抄録全体を表示PDF形式でダウンロード (895K) -
永尾 忠子, 福田 公子原稿種別: 本文
1981 年 24 巻 1 号 p. 44-47
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスA supplementary reader was made in order to improve learning effects in nursery education. This reader aimed to teach high school girls to respect personality of the children, to understand the progress of mankind, and to control health of motherhood. For two groups, A and B, lessons were given with and without this supplementary reader. Comparisons were made by measuring attitude values by the RIKERT method. The teaching started from April 1978. By July 1978, the attitude value was considerably higher for Group A than for Group B. When measured in January 1979, however, the attitude value for Group A decreased below that of July 1978, while that for Group B remained unchanged. It is concluded that the use of this supplementary reader had an effect on learning.抄録全体を表示PDF形式でダウンロード (489K) -
渡辺 信子, 芳野 洋子原稿種別: 本文
1981 年 24 巻 1 号 p. 48-54
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスIn high school homemaking class we taught lessons dealing with rice as a teaching material. This report will mainly describe some experiments, which were part of the lessons. Students were asked : How much scientific knowledge did they have about rice cooking? How well did they put it into practice at home? Tests were made to find the appropriate length of time for soaking and cooking rice. What effect did the knowledge of different prices and brands make to the taste of the rice, if cooked under the same conditions? The results showed that the taste of rice depended more upon the cooking conditions than upon the prices and brands. We concluded that the students had acquired a reasonable amount of scientific knowledge about rice cooking.抄録全体を表示PDF形式でダウンロード (626K) -
桑畑 美沙子, 篠原 弘章原稿種別: 本文
1981 年 24 巻 1 号 p. 55-59
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスThe purpose of this study was to determine the cross-sectional similarity of the factor structure in the rating of manual skills of children. Fifteen variables were used; two were subjective ratings by the teachers, the rest were objective ratings. Subjects were 420 first-to sixth-grade elementary school children. The correlation matrices of the 15 variables for each grade were analyzed by the method of principal components. Six components were retained in each case. Factors for each of the first-to fifth-grades were orthogonally rotated to make them as similar to the sixth-grade factors as possible. In terms of the factor loadings, no meaningful differentiation was found in most rating variables, but a slight differentiation was noted in the variable on frequency of the successful threading of a needle, according to grade levels.抄録全体を表示PDF形式でダウンロード (507K) -
野田 満智子, 渡辺 みよ子原稿種別: 本文
1981 年 24 巻 1 号 p. 60-66
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスIn this paper, the authors tried to clarify the developmental process of children's cognition of housing space by comparing the floor plans of their dwelling houses, one drawn by children at school and the other drawn by their parents at home independently. Samples were 887 pairs of the floor plans drawn by children 6 to 12 years old and their parents. The following results were obtained with regard to pupils' floor plans. 1) The accuracy of the plans compared with those drawn by parents increases with the age of the children. 2) Both the external form of the house and the connection of rooms became more accurate with age. 3) Plans incomparable with those drawn by parents are divided into four types according to the drawing processes : simple partitioning of the original outline, connection of rooms to one original room, connection of rooms to the corridor, and arrangement of rooms within the original outline without the connection among them.抄録全体を表示PDF形式でダウンロード (608K) -
渡辺 みよ子, 野田 満智子原稿種別: 本文
1981 年 24 巻 1 号 p. 67-72
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスThe authors made continued investigation on the development process of children's recognition of the subordinate spaces like lavatory, closet, steps, corridor, and porch, which have distinct uses as inevitable parts of the whole housing space. The results are as follows : 1. Concerning lavatory, steps and corridor, the rate of drawing floor plans correctly as compared with parents' plans increases with grade level. Difference between 5th, 6th grades and 3rd, 4th grades is greater than that between 3rd, 4th grades and 1st, 2nd grades. 2. Concerning closet, the rate is as low as 15% for 1st to 4th grades, but increases to 45% for 5th and 6th grades. 3. Concerning porch, most children of all grades draw it as a kind of room, 80% are correct with respect to the location for 1st and 2nd grades, but only 50% are correct with respect to the area even for 5th and 6th grades.抄録全体を表示PDF形式でダウンロード (517K) -
出石 康子原稿種別: 本文
1981 年 24 巻 1 号 p. 73-78
発行日: 1981/05/15
公開日: 2017/11/29
ジャーナル オープンアクセスEngel's Coefficient is a popular index when we see the relation between family income and expenditure in a broad perspective, but its defect is being indicated that the index lacks the idea on the function of food cost. The author worked out a new index which would supplement the defect. This new index estimates the state of nutrition intake. In supplementing Engel's Coefficient by this index, we may confirm the theoretical point of view on food cost more when we examine the cost of living by Engel's Coefficient.抄録全体を表示PDF形式でダウンロード (660K)
- |<
- <
- 1
- >
- >|