巻号一覧
51 巻 (2008)
- 4 号 p. 263-
- 3 号 p. 159-
- 2 号 p. 87-
- 1 号 p. 3-
前身誌
51 巻, 3 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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青木 幸子原稿種別: 本文
2008 年 51 巻 3 号 p. 159-168
発行日: 2008/10/01
公開日: 2017/11/17
ジャーナル オープンアクセス近年の教育改革による授業時数の削減と教育内容の厳選は,実践的・体験的学習を特徴とする家庭科の学習活動と育成する能力に大きな影響を及ぼしつつある。限られた時数の中で学習効果を挙げるために,家庭科の教科内容構成を見直すことも必要であり,その一視点としてトピック学習に焦点を当て,その特徴を明らかにした。英国の家庭科におけるトピック学習について説いたHome Economics Investigationsを手がかりに,トピック学習の実際を理解するとともに,トピックの内容と我が国の高等学校家庭科教科書の記述内容との比較を試み,我が国教科書の特徴を確認した。また,具体的なトピックに関して教職課程を履修する大学3年生の認知のプロセスと対象を把握するためスパイダー・ダイヤグラムを作成し,それを北陸地区のカリキュラム案に当てはめ,学生の認知枠組みの傾向を明らかにした。さらに,分析資料のサブ・トピック全20例の学習内容と学習活動を分析し,それをカリキュラム案の内容領域と照合し,対応関係を検討した。その結果,次の諸点をトピック学習の特徴として確認することができた。(1)トピックは学習者の日常生活に密着しており,主体的で柔軟な学習活動の組み立てを可能にする。(2)学習活動は,教室から地域へ,社会的な関心へと対象を拡大し,学習者の認識の高次化・相対化が図られる。学習の順次性を遮断するような制限は見当たらない。(3)一方で,そうしたトピック学習の醍醐味が短所にもなる。つまり,学習者の事実認識や問題意識など切り口の偏りから認識対象の範囲とレベルに差が生じる。それを最小限に抑え,一定レベル以上の目標への到達を保障していくことが必要とされる。トピック学習の長所と短所は表裏一体をなしており,トピックの開発は学問的水準を保持し,体系的な認識を保障する教科の構造化と一体化して進められることが望ましい。抄録全体を表示PDF形式でダウンロード (1391K) -
堀内 かおる原稿種別: 本文
2008 年 51 巻 3 号 p. 169-179
発行日: 2008/10/01
公開日: 2017/11/17
ジャーナル オープンアクセスThere is a growing need to improve teacher's ability and practical leadership. In response to this need, the curriculum aimed at acquiring practical teaching skills has been developed at teacher training colleges. The objective of this study was to examine the availability and significance of micro-teaching lessons in the teacher training college courses that were developed for the students' acquisition of the practical teaching ability. In the classes called, "Teaching method of junior high school home economics education," every student conducted micro-teaching while other students participated in the lesson as junior high school students. After micro-teaching, the student-teacher wrote a "comment report" for all the participants and submitted it to the class director. Although teacher's "voice tone and speaking," "skills of writing on the blackboard," and "expression and atmosphere" were frequently evaluated by other students, "the contents of teaching" were less frequently commented. E-mail comments provided straightforward evaluation but they tended to be rather critical. Thus, students found it difficult to provide constructive E-mail comments that would improve the lesson plans. The class director needs to set appropriate situation to discuss students' teaching plans in order to facilitate the writing of interactive comments.抄録全体を表示PDF形式でダウンロード (1241K) -
伊波 富久美, 浅井 玲子, 國吉 真哉, 久保 加津代, 倉元 綾子, 立山 ちづ子, 福原 美江, 宮瀬 美津子, 桑畑 美沙子原稿種別: 本文
2008 年 51 巻 3 号 p. 180-190
発行日: 2008/10/01
公開日: 2017/11/17
ジャーナル オープンアクセスThe purpose of this research was to analyze the reason why most of the home economics teaching practices with local perspectives didn't reach the level 3 requiring that students analyze their own living issues and become aware of their problems. Case studies compared the level 3 cases with other cases. This study also considered a topic of introducing the local perspectives into the home economics classes. The results were as follows; 1. In level 3 cases, the objectives ware not only to introduce the local materials into the classes but also to make the learners understand the local issues relating to their own livingissues. 2. The level 3 cases developed the classes to make the learners aware of the interactions among "Social needs," "Family life situation," and "Individual (learner's) issues." It is necessary to have the broad and holistic objectives of social, family and individual contexts, in order to construct and develop home economics classes with the local perspective.抄録全体を表示PDF形式でダウンロード (1528K) -
荒井 きよみ, 伊藤 葉子原稿種別: 本文
2008 年 51 巻 3 号 p. 191-199
発行日: 2008/10/01
公開日: 2017/11/17
ジャーナル オープンアクセスThis paper aims to clarify how the youths recognize their life values, and find the relationship between recognition and independence, in order to make suggestions for home economics education, Subjects of this research were twenty students at the age of 20. To examine the developmental process of the youths' life recognition, qualitative data were collected by semi-structured interviews. These data were analyzed by the Modified-Grounded Theory Approach. The following is a summary of our findings; (1) Twenty-six concepts and five categories were created from the data. (2) Three categories; "the discovery of a border between self and others," "the estimation of a social role," and "an accumulation of life recognition" were extracted. (3) Three categories interacted with one another. (4) Three categories were the main factors facilitating the youths' development of life recognition process. (5) When a process of life recognition was developed, the youths became independent as a consumer.抄録全体を表示PDF形式でダウンロード (1092K) -
青木 幸子, 安藤 美紀子, 石井 克枝, 岩崎 恭枝, 内野 紀子, 妹尾 理子原稿種別: 本文
2008 年 51 巻 3 号 p. 200-208
発行日: 2008/10/01
公開日: 2017/11/17
ジャーナル オープンアクセスIn this study, we analyzed the questionnaire survey data concerning the home life of children in Japan with purpose to improve the Home Economics Education. We examined the data concerning housework in two categories; the independence and the coexistence. The results are as follows; 1) When we compared the items of independence with those of coexistence, children practiced more in terms of coexistence than independence. When boy's behaviors were compared with those of girls, the latter generally practiced more than the former. 2) By analyzing the relationship between the motivation toward and the practice of independence, we found that the motivation related to food and housing was higher than that of clothing. 3) With respect to the motivation and the practice concerning coexistence, the significant relation ship was found among the items of coexistence with other persons. 4) Father's participation in housework influenced the boys' practice. 5) The type of mother's employment influenced children's practice concerning in dependence. The children whose mothers were employed full-time practiced well. The above analyses inform us that in the future Home Economics Education, it is necessary to adopt the problem solving in order to increase children's motivation, and to create the teaching materials which are based on the differences of various home environments.抄録全体を表示PDF形式でダウンロード (1402K)
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