巻号一覧
46 巻 (2003)
- 3 号 p. 207-
- 2 号 p. 103-
- 1 号 p. 3-
前身誌
46 巻, 3 号
選択された号の論文の6件中1～6を表示しています
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田中 陽子原稿種別: 本文
2003 年 46 巻 3 号 p. 207-215
発行日: 2003/10/01
公開日: 2017/11/22
ジャーナル オープンアクセス本稿では大正後半期から昭和初期に展開した小学校裁縫科教材論について,基本教材論と児童の生活を重視した教材論の2つの側面から明らかにした。その概要は以下の通りである。1.基本教材論は和裁教材を対象に,主として小裁ち基本主義と本裁ち基本主義の間で対立的に論じられた。山本キク・渡邉滋・吉村千鶴は児童の心身の発達に適しているという観点から小裁ち基本主義の立場をとっていた。その判断は,用布が小さいことや所要時間の短さがよりどころになっていた。そして,木下竹次は児童中心主義教育観に基づいて自ら唱道した本裁ち基本主義を批判するとともに,洋裁の教材化や広幅用布の使用等,時代の趨勢によって基本教材論そのものがその意味をなくしていることを指摘した。2.松尾まきをおよび中澤かずめは,児童の生活を基調とした教材を重視し,小裁ち基本主義と本裁ち基本主義の間で対立的に論じられた基本教材論を批判した。そした,基本教材論の根底にある製作本位の実用主義教育観を批判する立場から,児童の生活を基調とした教材観について論じた。両者は教材の役割は児童の能力を発展的に伸ばすことにあるととらえていた。3.「全国協議会」では小裁ちと本裁ちの是非論にとどめ,基本教材としてどちらかに決定することはしなかった。そして,社会の事情を重視する場合と学校の事情を重視する場合,さらに児童の生活に重きを置いて考える場合と家庭の状況に重きを置いて考える場合の2つの側面から考えるべきであると結論づけた。このように,教材論が基本教材論と児童の生活を重視した教材論の両方の観点で議論された状況は,大正後期の裁縫科教材論の様子を象徴的に映していたととらえられる。そして小学校裁縫科の教材は,幼児から大人まで着用者の年代を限定しなかった時代から児童自身が着用する衣服を教材とする時代へと移行していく。その過程には,児童の心身の発達に目が向けられ,さらに児童の生活を主体に考えることが重視されたことが影響していたといえる。抄録全体を表示PDF形式でダウンロード (1040K) -
川嶋 かほる, 小西 史子, 石井 克枝, 河村 美穂, 武田 紀久子, 武藤 八恵子原稿種別: 本文
2003 年 46 巻 3 号 p. 216-225
発行日: 2003/10/01
公開日: 2017/11/22
ジャーナル オープンアクセス小中高の家庭科担当教師に調理実習の学習目標について質問紙調査をした結果,以下の点が明らかになった。1.実習の学習目標を「基本的な調理法や調理器具の扱いができる」や「安全衛生に気をつけて調理する」などにおく教師が多く,技能技術の習得を中心において調理実習観が根強いと考えられる。しかし,授業時間や子どもの生活体験の低下等の制約の中で,技能技術の習得達成を期待していない教師も多く、また技能技術の習得を確実にするための工夫は積極的におこなわれているとは言いがたかった。2.調理実習の学習目標には,社会的認識の目標設定が少なく,食生活教育の総合の場ととらえる視点は弱かった。3.調理実習を「楽しければよい」とする考えが一部に強くみられた。調理実習の楽しさを友達との共同的な学びとすることや技能技術の上達ととらえる回答は少なかった。4.食生活状況や子どもの問題状況の把握が学習目標にいかされているとはいえない結果だった。抄録全体を表示PDF形式でダウンロード (1073K) -
佐々 尚美, 加藤 佐千子, 田中 宏子, 貴田 康乃原稿種別: 本文
2003 年 46 巻 3 号 p. 226-233
発行日: 2003/10/01
公開日: 2017/11/22
ジャーナル オープンアクセスThe purpose of the investigation is to explain the influence of meals with adults on elementary students' food consciousness, the food attitudes and the food knowledge. It was carried out with elementary school students in the fifth and the sixth grades, and answers were obtained from 667 elementary students. The results of the investigation were as follows. The rate of eating both staple foods and the side dishes is higher in meals with adults. The elementary school students who had meals with adults had many conversations, felt the meals were pleasant, were very satisfied, looked forward to them, were careful of their health, and helped preparing for the meal. Their food knowledge was also high. Most of the elementary school students that had meals alone complained about the defects of the physical condition. It became clear that meals with adults influenced elementary school students' food consciousness, food attitudes and the food knowledge. It was important that there was an adult at the time of the meals, and that food education in the family was important for elementary school fifth and sixth grade students.抄録全体を表示PDF形式でダウンロード (756K) -
河村 美穂, 小高 さほみ, 伊藤 葉子, 鶴田 敦子原稿種別: 本文
2003 年 46 巻 3 号 p. 234-244
発行日: 2003/10/01
公開日: 2017/11/22
ジャーナル オープンアクセスThe authors' aim is to consider the direction of welfare education in home economics. This study examined the following three points to study welfare education in home economics. (1) Reviews of welfare education research in Japan from the point of experience and of welfare education research in home economics. (2) Analysis of practical reports about welfare education in home economics and suggestions about issues in practical classes. (3) The direction of welfare education in home economics classes, which include experiences. The results were as follows. Learning about welfare problems in society and having relationships with the problems are the most important issues in welfare education. A recent main point is improving practice in experiential classes and especially important is how to learn about local problems. The experience in daily life is also important in welfare education in home economics. From the authors' analysis, practical classes, which include both contact experience and para-experience, are effective for students, because they learn to think about and resolve problems around them. The direction of welfare education in home economics classes is concerned about the issues in daily life. Students can discover issues on the daily life level and challenge them.抄録全体を表示PDF形式でダウンロード (1229K) -
河村 美穂, 武藤 八重子, 川嶋 かほる, 石井 克枝, 武田 紀久子, 小西 史子原稿種別: 本文
2003 年 46 巻 3 号 p. 245-254
発行日: 2003/10/01
公開日: 2017/11/22
ジャーナル オープンアクセスThe authors examined the possibility of mastering cooking abilities during cooking classes with the process of problem-solving. The authors experimented with a cooking class that was organized around the problem-solving method. The goal of this class was for students to improve their cooking abilities by themselves. Special points at issue in this research were the process of problem-solving and changes in the way of students' thinking. It became quite clear that the goal of the cooking classes had four main aspects shown through careful consideration of these points; (1) Half of the students could improve their problems with cooking. (2) Students improved their self-esteem and said they wanted to improve their cooking. (3) Students became to have self-esteem through the mastering of their cooking techniques. (4) There was no relationship between the process of problem-solving and personal formation in cooking. There is a possibility of mastering cooking abilities during cooking classes with the process of problem-solving. The authors discussed issues in cooking classes through the process of problem-solving; what was cooking ability, and what was the concrete goal in a cooking class.抄録全体を表示PDF形式でダウンロード (1344K) -
布施谷 節子, 高部 啓子原稿種別: 本文
2003 年 46 巻 3 号 p. 255-264
発行日: 2003/10/01
公開日: 2017/11/22
ジャーナル オープンアクセスTo consider the neccesity of and the skillful ability of constructing clothing in daily life, a questionnaire was given to junior college students and their mothers in 1998 and 1999. Questions regarding what teaching materials or skills are suitable for sewing classes for elementary school to college students were also asked. The main results were as follows: 1) The basic skills of sewing were considered necessary for both students and mothers. They had abilities to sew. 2) Students had the ability to construct pajamas and unlined skirts. It was necessary for them to use ready-made patterns and to construct children's wear, unlined skirts, and one-piece dresses. It was also necessary for them to knit and to be able to reform their own clothing. While the mothers had many kinds of sewing skills, it was not necessary for them to use these skills in their daily lives. 3) Students and mothers were not able to repair parts of the waist or the sleeves of their ready-to-wear clothing. 4) It was considered necessary to lean basic skills of sewing in elementary school, the easy repair of clothing at junior high school, and the construction of simple clothing at high school and to learn the construction of kimono and other complicated clothing at college or professional school.抄録全体を表示PDF形式でダウンロード (1496K)
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