巻号一覧
47 巻 (2004)
- 4 号 p. 307-
- 3 号 p. 203-
- 2 号 p. 95-
- 1 号 p. 3-
前身誌
47 巻, 2 号
選択された号の論文の5件中1～5を表示しています
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狹間 和恵原稿種別: 本文
2004 年 47 巻 2 号 p. 95-105
発行日: 2004/07/01
公開日: 2017/11/22
ジャーナル オープンアクセスThe purpose of this paper is to examine the notion of learning in home economics education in order to obtain insights into a new direction of home economics education in today's school reform movements. For this purpose, it will attempt to apply the theories of John Dewey and L. S. Vygotsky, which have been recently reevaluated as bases for reconsidering extant learning theolies, as well as the theory of situated cognition, which has provided an approach to knowledge construction based on Vygotskian theory. In this paper, first, the educational theory and practices of John Dewey will be examined to make it clear how he incorporated students' lives into their learning. This will show that it is important to develop students' disposition to inquire. Second, the processes of appropriating skills and understanding in everyday situations will be examined from the viewpoint of situated cognition and its implications to learning in home economics education will be sought. It will imply the necessity of learning through authentic activities. Finally, Vygotskian theory will be used to explore the teachers' roles in such learning through authentic activities. It will be demonstrated that scaffolding in the zone of proximal development can be an effective teaching strategy in home economics education. The Discussion of this paper will illuminate the significance of the notions of "inquiry," "authentic activities," and "scaffolding" in home economics education.抄録全体を表示PDF形式でダウンロード (1267K) -
藤後 悦子原稿種別: 本文
2004 年 47 巻 2 号 p. 106-115
発行日: 2004/07/01
公開日: 2017/11/22
ジャーナル オープンアクセスThis paper aims at clarifying the issues and problems that today's childcare education has by first giving an overview of the previous studies in the field of childcare education. I will go over the historical changes and developments of the aims and goals of childcare education in home economics classes in Japan from the following two standpoints: a) the needs of childcare education and b) curriculum content of childcare education. From these two perspectives I will review the papers that have been published up until 2003 in the Homemaking Society Pedagogical Journal. Then I go over the governmental teaching guidelines and make suggestion for the future of homemaking education. The points considered in plans for the future of childcare education are the following: 1) It should not aim at reinforcing gender roles but would try and make students self-reliant based on the philosophy of equality of men and women. 2) Amalgamate the needs survey and developmental requirements. 3) Self, other, community and society have to be made relevant to each other in homecare education. 4) Communication between teachers and children should be given high priority as a learning excellence. 5) Consistency among goals of classes, content of education given, pedagogical methodology, developmental issues of children, and needs survey needs to be created. 6) Educational programs that are not handed from the top to the bottom but those that would pay attention to special characteristics of schools and communities need to be created.抄録全体を表示PDF形式でダウンロード (1170K) -
田中 陽子原稿種別: 本文
2004 年 47 巻 2 号 p. 116-127
発行日: 2004/07/01
公開日: 2017/11/22
ジャーナル オープンアクセスThe aim of this paper is to clarify the teaching materials and methods of guidance in connection with Western dressmaking in elementary schools from 1932-1944. The results were as follows: 1. Western sewing materials of the 1930's, and necessary underwear and clothes for children to carry out daily life were selected as teaching materials for Western dressmaking classes in the 1930's. The increase of Western sewing materials created a confusion of Western and Japanese sewing distribution and made less important the sequence of study content. The teacher's manual mentioned that the shape of the clothes would change in various ways by human shape, function of clothes, relationship of individual personality, and the coordination with jackets. It also mentioned that the variety of shapes has a role to bring out the personality of the person wearing the clothes. There were four methods in regard to drawing dress patterns. The first method was to draw a pattern at first hand. The second method was on the basis of a prototype. The third method was on the basis of "A simple Western Dress". The fourth method was to apply Japanese cutting. Based on differences and common characteristics, Japanese and Western sewing became related to each other. 2. When the 1940s occurred, sewing education had a role in basic training for women under the Imperial nation. The educational view emphasized tradition, reversed the evaluation of Western clothes and kimono, and the importance was made to raise the view and respect for tradition through Japanese sewing. In Western sewing education, basic elements were emphasized and sewing techniques became an elective and not a prerequisite.抄録全体を表示PDF形式でダウンロード (1302K) -
表 真美原稿種別: 本文
2004 年 47 巻 2 号 p. 128-135
発行日: 2004/07/01
公開日: 2017/11/22
ジャーナル オープンアクセスThe aim, the contents and the curriculum of home economics education for Finnish comprehensive schools were investigated. The findings were as follows: 1. All girls and boys in the 7th grade (aged around 13) get three hours per week of home economics for one year. Furthermore, students in grades 8-9th can choose home economics as an elective. 2. The purpose of teaching home economics is to develop preparedness in the student that will help him to get along in everyday life. 3. The main contents of home economics are the education about nutrition, food culture, prudent consumers, home and the environment.抄録全体を表示PDF形式でダウンロード (872K) -
表 真美原稿種別: 本文
2004 年 47 巻 2 号 p. 136-146
発行日: 2004/07/01
公開日: 2017/11/22
ジャーナル オープンアクセスHome economics schoolbooks and supplementary textbooks for Finnish comprehensive schools were investigated. The findings were follows: 1. Three kinds of schoolbooks and 12 kinds of supplementary textbooks for home economics are published from 3 companies in Finland. 2. The home economics teacher decides whether or not to adopt these books. The schoolbooks and the supplementary textbooks that they adopt are distributed to all students for free of charge. 3. The schoolbooks were composed of contents about family relationships, food, washing and cleaning, consumer education, and environmental education. 4. The pages with content about food are 68〜74%. Especially, the recipes for many kinds of dishes, such as bread, and cake are included in these schoolbooks. 5. The contents of the schoolbooks are concrete and practical. 6. Most of the supplementary textbooks are about food. 7. The schoolbooks and supplementary textbooks of home economics for Finnish Comprehensive schools correspond to the purpose of Finnish basic education and also to the framework curriculum for the comprehensive schools in 1994.抄録全体を表示PDF形式でダウンロード (1285K)
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