日本家庭科教育学会誌

家族についての素朴信念からの解放のために

発達心理学からの提案

高橋惠子

原稿種別: 本文
2015 年 58 巻 1 号 p. 3-11
発行日: 2015/05/01
公開日: 2017/11/13

DOIhttps://doi.org/10.11549/jjahee.58.1_3

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This paper presents a developmental psychologist's perspective on the principles and textbooks of Home Economics education as currently taught in schools. Based on empirical findings, the paper proposes changes to be made in these educational programs that could overcome their present shortcomings and empower students to become conscientious citizens in the future. The analysis showed that the principles and contents of these programs, which have been under the purview of the Central Council for Education since 2008, reflect naive and archaic patriarchal and family-centered beliefs. To overcome the outdated stance of the Home Economics educational program, five topics drawn from Developmental Psychology are proposed as the basis for updating the program: (1) scientific findings regarding the nature of motherhood, (2) a deep understanding of Bowlby's attachment theory, (3) evidence-based findings regarding “Mother care vs. Other care” (4) a conceptualization of social relationships as affective social networks, and (5) educational efforts to develop societal literacy.

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授業における教師のこだわりの違いが子どもの学びに及ぼす影響

小学校家庭科における学生と熟練教師が行った製作学習の事例比較から

高木幸子, 佐藤雪菜

原稿種別: 本文
2015 年 58 巻 1 号 p. 12-23
発行日: 2015/05/01
公開日: 2017/11/13

DOIhttps://doi.org/10.11549/jjahee.58.1_12

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First, this study aims to clarity the differences of opinions and teaching styles between a student teacher's and an expert teacher's lessons. Second, we examine how these differences influence children's learning. Twelve lessons were analyzed, both from a teacher's and learners'points of view. Four contents of analysis included lesson process, teaching-learning behavior workmanship level of making bags, and learners' satisfaction with this activity. The results are as follows : the student teacher placed the emphasis on learners' plans and support of their activities. The expert teacher focused on learning challenge and facilitating all students'understanding. The student teacher took a longer time in “check student's learning while walking (T4）” than that of the expert teacher. The time that the expert teacher took in“explanation (T1）”was longer than that of the student teacher. Through the whole lessons, children's level of recognition was different between the two settings. In the student teacher's lesson, children reported the pleasures and failures of their plans and ideas. In the expert teacher's lesson, children reported the pleasures of making perfect bags. In sum, the differences in teachers' opinions and teaching styles influenced the quality of students'learning.

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栄養,食品および調理に関する知識の発達段階による違いとその関連要素

中学生,高校生,大学生を対象として

大森桂, 高木直, 山岸あづみ, 楠本健二, 矢口友理, 三原法子

原稿種別: 本文
2015 年 58 巻 1 号 p. 24-35
発行日: 2015/05/01
公開日: 2017/11/13

DOIhttps://doi.org/10.11549/jjahee.58.1_24

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We investigated the current level of knowledge of food among Japanese students to identify issues on dietary education, and to explore improvements in home economics education. The subjects were 436 students from junior high schools, senior high schools and a university in Yamagata prefecture. They answered a questionnaire which contained questions about nutritional knowledge, information sources for diets, and the frequency of family conversation about food. We analyzed the developmental differences of knowledge of food and the factors associated with their knowledge. The students used knowledge which they acquired in home economics class the most, compared to other sources, such as TV and the Internet. This result suggests that home economics education has a significant role for Japanese students' dietary education. Questionnaire results of knowledge significantly improved as the educational stage proceeded from junior high school to university. However, the students' knowledge of minerals was poorer compared to other nutrients, even at university level, and “mineral” was a difficult term for them to understand. Also, the rate of correct answers was low in questions about the amount of water necessary to cook rice, and the precise volume of the measuring cup. There was significant association between the frequency of family conversation about food and the students'knowledge of cooking. It was suggested that family conversation about food could have an association with cooking knowledge, especially among boys in the long term.

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高等学校家庭総合における短歌を教材とした行事食に関する授業の有効性(授業実践のひろば）

半田彩実

原稿種別: Article
2015 年 58 巻 1 号 p. 36-41
発行日: 2015/05/01
公開日: 2017/11/13

DOIhttps://doi.org/10.11549/jjahee.58.1_36

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Learning about Life Culture in Home Economics : Its Inheritance and Creation

Serial Home Economics Education in Japan 6

Misako KUWAHATA, Ayako WATANABE

原稿種別: Article
2015 年 58 巻 1 号 p. 42-47
発行日: 2015/05/01
公開日: 2017/11/13

DOIhttps://doi.org/10.11549/jjahee.58.1_42

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