In this article, several research outcomes related to learning about family are reported. It is reported about issues related to four viewpoints of self, social perspective, teaching method and moralism based on my previous research. The subject of “knowing oneself” in home economics textbooks published in the U.S.A. was analyzed. Learning about self was positioned prior to learning about family, in which it was described that what had great influence on self human formation were families, friends and others. “Family relations” in Ohio State curriculum guide “Work and Family Life Program” was analyzed. It was aimed to develop competency to analyze prejudices and various social factors influencing families such as law, policy, economy, work, global problem and ethical issues. In the U.S.A. it was aimed to analyze and inquiry repeatedly asking questions such as “what does it mean”, “why”, “what action should be taken”, “how will it be affected”, on the other hand, in Japan it was aimed to recognize the correct answers such as important matters and value of corporation. 41 reports of teaching practice learned about family were analyzed based on “practical reasoning process”. As a result, teachers did not pay attention to the process of learning and the development of critical literacy by thinking on different viewpoints. Senior high school students’ image, consideration and concern for the elderly were investigated by questionnaire. It was founded that previous experience in contact with the elderly did not have relation to increase concern for the elderly and the aged society, but was related to enhancing good images and consideration. And experience in learning about the elderly such as reading books and articles, analyzing and discussing was related to increase concern for them. An analysis of lesson on early childhood using psychodrama showed the importance of the position of activities in learning process and the learning before and after activities. In the educational reform since 1980, family and home have been emphasized. It also has had an impact on home economics education. Moralism and emotionalism have been emphasized in describing family within the home economics course of study. It is presumed that it has caused teachers the difficulty of teaching family education.

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The objective of this report is to examine the background behind, and grasp the present situation of and issues for, reduced class sizes for home economics classes in Tokyo high schools. This was accomplished through analysis of Tokyo High School Home Economics Education Research Committee (THR) activity reports (1966~2013), and by interviewing teaching staff. In 2015, in order to gauge the present circumstances and issues concerning reduced class sizes home economics teachers were mailed questionnaires and 73 responses were attained. The following was discovered. Reduced class sizes for home economics classes in Tokyo high schools has been progressively implemented and developed due to continued petitions and requests from the THR based on generational issues in home economics classes and through proven success of the initiative. Furthermore, a 2015 survey on reduced class sizes showed that its implementation prevents home economics credits being lowered and helps limit reduction of full-time teachers of home economics. 87.7% of home economics teachers that experienced class size reduction reported that it was ‘good’ because it encourages active learning. However, there is significant variation in the understanding of class size reduction amongst teachers. Therefore, teacher training in this initiative remains an issue.

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The aim of this study is to suggest the method of trial lesson to raise the ability of practical teaching in the home economics education. Based on the established teaching plan, the contents of the trial lesson focused on the ending phase of a class. The trial lesson adopted jigsaw learning to emphasize the conference after the class. Thirty-eight students were split up into a home group of 9 consisting 4 to 5 people. Students created 9 classes based on the established guidance plan which included trial lessons and a conference. Students returned to a home group, and had the conference about the end of a lecture. The results are as follows; 1. 4 points were indicated as the way to end a lesson. ・A teacher finishes teaching based on student’s impressions. ・Students express what they learned. ・Students link what they learned to the next session. ・A teacher makes a summary related to the introduction. 2. 4 points were described in the conference. ・Necessity of asking about the purpose of the class again. ・Confirmation of the meaning of the educational contents. ・The importance of the case that a teacher does not talk too much about. ・Evaluation based on the facts. Practical teaching ability include a question about the purpose of the class,learning a method to conduct a class, confirming the meaning of the text,and evaluating the teaching how to interact with the children.

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