巻号一覧
54 巻 (2011)
- 4 号 p. 215-
- 3 号 p. 131-
- 2 号 p. 73-
- 1 号 p. 3-
前身誌
54 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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伊藤 葉子, 鶴田 敦子, 高野 俊, 片岡 洋子, 宮下 理恵子原稿種別: 本文
2011 年 54 巻 2 号 p. 73-84
発行日: 2011/07/01
公開日: 2017/11/17
ジャーナル オープンアクセスIn Nagano prefecture in 1970s, high school teachers of home economics education developed coeducational curriculum in home economics education, despite the government's provision of the home economics only for girls. This explores the reasons why the teachers worked toward the coeducation of home economics and situations that enabled them to do so. The former teachers who had practiced coeducational home economics were interviewed, and their life histories were collectively analyzed from the viewpoint of "personal time," "social time" and "historical time." Results are as follows. 1. The teachers' critical thinking was cultivated in the circumstances of their families, schools, communities and society during and after the World War II. They became aware of gender discriminations, and hoped to realize gender equity in education and society. 2. The teachers questioned the contents of textbooks of home economics that differed from the actual conditions of student's daily lives. These questions and desires for gender equity encouraged them to struggle for the coeducational home economics. 3. The teachers met at the research meetings of the Educational Culture Congress. By learning the philosophy and contents, they independently created the coeducational curriculum of home economics, and wrote the text book. The Teacher's Union in Nagano prefecture supported their activities.抄録全体を表示PDF形式でダウンロード (1561K) -
河村 美穂原稿種別: 本文
2011 年 54 巻 2 号 p. 85-95
発行日: 2011/07/01
公開日: 2017/11/17
ジャーナル オープンアクセスMeasurements used in cooking in Home Economics classes were introduced in Kajika (Home Economics) in the early Showa era by Kozo Kondo. This paper aims to reappraise measurements used in cooking by examining Kondo's thoughts about cooking skills. Kondo's books and his thesis of the early Showa era were analyzed from educational aspect of the cooking skills. Kondo had a scientific point of view about home economics and criticized cooking classes which focused only on skills. He placed cooking classes in general education. Moreover, Kondo proposed four points for cooking classes; nutrition, simplicity, economical aspect, and taste. Kondo's home economics education aimed to improve the living conditions of both men and women. He further used two different approaches "scientific and experimental" and "rational and economical." One scientific improvement in living conditions was the use of measurement in cooking. The three points for reappraisal of measurement used in cooking by Kozo Kondo are as follows. 1) He organized cooking classes and positioned them in school education. 2) He distinguished cooking classes in general education from those for professionals. 3) He emphasized education for daily life focusing on the improvement of living conditions. In summary, Kondo contributed to cooking education by changing traditional instructions to a more modern approach.抄録全体を表示PDF形式でダウンロード (1243K) -
野中 美津枝原稿種別: 本文
2011 年 54 巻 2 号 p. 96-107
発行日: 2011/07/01
公開日: 2017/11/17
ジャーナル オープンアクセス参加型アクション志向学習を取り入れた授業実践を分析した結果,学習者が福祉問題を自分のこととして捉えて,課題をみつけて,福祉生活課題解決能力を育成するために,思考の変容に作用するものとして3点があげられる。1)知的障害者との交流体験学習は,障害者理解に効果的で,思考の変容に最も大きな影響がある。2)「自分が障害者になったら」を想定することは,障害者福祉を自分のこととして捉えることに役立ち,福祉生活課題解決を真剣に考える上で効果的である。3)ラベルトークは生徒の自己開示に役立ち,KJ法AB型の一連の作業による創造体験は自己変革を促し,障害者理解から内省的実践・解放的行為に向けて,学習者の思考の変容に効果的に作用する。以上の結果から,福祉生活課題解決能力の育成のために導入したアクティビィティ(学習活動)は,教師側が意図する一応の目標水準に適合し,参加型アクション志向学習は,内省的実践・開放的行為に効果的に作用することが明らかとなった。しかしながら,授業内容が深まって真剣に考えれば考えるほど,理想と現実の社会の困難性を感じ取っている生徒もいた。批判的思考により自分の内省的実践.開放的行為につなげることが目標であるが,障害者を理解し,福祉生活課題における社会システムの矛盾や葛藤を感じることも,将来の「共生社会」を担う若者にとって重要なことと考える。これからの「共生社会」に向けて,学校における福祉教育の役割は大きく,小学校,中学校の総合学習等で福祉教育を取り入れている学校もあるが,高校の家庭科は必修科目であり,福祉を扱う教科としてその責任は大きい。現在の限られた家庭科の授業時間で福祉教育に力を入れることは困難であるが,福祉教育における家庭科の位置づけを改めて問い直し,福祉教育実践が多くの学校で定着していくことを期待したい。抄録全体を表示PDF形式でダウンロード (1304K) -
田中 陽子原稿種別: 本文
2011 年 54 巻 2 号 p. 108-117
発行日: 2011/07/01
公開日: 2017/11/17
ジャーナル オープンアクセスThe objective of this paper are to describe educational background of the integrated treatment of needlework and handcraft, and to examine the effects of this relationship on the educational materials and contents in hand sewing classes at an elementary school level. My findings are summarized as follows; 1. Due to the emphasis on handcraft in an elementary school level dressmaking course, the importance of improvement and creativity in daily life, the creation of the dress culture, the training of the ability to organize the materials, and the learning of womanly behaviors and manners came to be given more recognition. 2. A damp cloth, a bag for waste thread, a beanbag, a pincushion, a handbag, an apron, a luncheon wrapper, a wrapping cloth, and other such teaching materials reflected both sewing and handcraft. Additionally, design, coloring, form, decoration were included in these materials. 3. In making small accessory items, an emphasis was placed on learning to be original and ingenious, and to economize by using the available and wasted materials. 4. In the needlework section of the Government's Guidelines, the emphasis on skill acquisition has declined whereas that of utilizing the skills in daily life has increased. In addition to the basic knowledge of sewing and dressmaking, skills in enriching daily life and ability to solve problems are emphasized. This can be seen in making small accessory items in elementary school level sewing classes.抄録全体を表示PDF形式でダウンロード (1187K) -
伊深 祥子原稿種別: 本文
2011 年 54 巻 2 号 p. 118-121
発行日: 2011/07/01
公開日: 2017/11/17
ジャーナル オープンアクセスPDF形式でダウンロード (9570K)
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