巻号一覧
64 巻 (2021 - 2022)
- 4 号 p. 233-
- 3 号 p. 163-
- 2 号 p. 113-
- 1 号 p. 3-
前身誌
64 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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「国連・ESDの10年」の経験を活かし，SDGsの本質に対応する佐藤 真久2021 年 64 巻 3 号 p. 163-
発行日: 2021年
公開日: 2022/11/01
ジャーナル フリーIn this paper, the author reviews UN Decade of Education for Sustainable Development (DESD, 2005-2014) lead by UNESCO, discusses the nature of SDGs (2006-2030) adopted by UN in 2015, and stresses the importance of : whole institution approaches; curriculum management; and the consideration of key competencies in sustainability & Social Emotional Intelligence (SEI), in formal education context. Further, the author introduces the “WW-style Problem-solving Model” (Sato, 2020), which was developed based on the W-style problem-solving model (Kawakita, 1967) that originally developed in Japan as an anthropological exploration model. It is designed with the consideration of: (1) repetition between thinking level and experience level; (2) linkages between inductive and deductive inquiry processes; (3) strengthen the system thinking and collaborative approaches for the development of integrated problem solving. Lastly, the author puts the emphasis of: not only subject basis of home economics, but cross curricular approaches and transformative ways at institutional level in responding to the nature of SDGs.抄録全体を表示PDF形式でダウンロード (5623K) -
小清水 貴子2021 年 64 巻 3 号 p. 175-
発行日: 2021年
公開日: 2022/11/01
ジャーナル フリーIt is necessary for teachers to improve practical teaching skills and use of ICT as a teacher who keeps learning. However, many students of teacher training course face challenges to develop their abilities of using ICT in class. It is effective to improve teaching methods by using ICT. Few studies have focused on promoting students to use ICT behavior in class. The purpose of this study is to propose an effective class design of home economics teaching method in order to promote teaching skills using ICT of simultaneous learning in teacher training course. First, I showed the class design based on theory of planned behavior diagram. Second, the home economics teaching method class applying the class design was conducted, and students’ consciousness of using ICT in class was investigated by questionnaire. As a result, a presentation behavior of students using ICT was seen in the whole imitation class. Students learned teaching skills using ICT, and understood their tasks and took the measures for them. In addition, the results of the questionnaire showed the requirements 1 (posture), requirements 2 (model awareness), and requirements 3 (possible feeling) significantly increased after the whole simulation class. They clearly promoted the use of ICT behavior. Principles 1 to 4 were connected organically by requirements 1 (posture), and they were effective in raising requirements 1 (posture) to promote ICT behavior.抄録全体を表示PDF形式でダウンロード (931K) -
中学校技術・家庭科家庭分野における食文化の授業での試みとその効果星野 洋美, 上野 顕子2021 年 64 巻 3 号 p. 187-
発行日: 2021年
公開日: 2022/11/01
ジャーナル フリーFostering a sense of multicultural coexistence is an urgent issue in Japan where globalization is advancing. The purposes of this research were to develop and practice a lesson, including multicultural points of view, for junior high school home economics field, in the subject of Technology and Home Economics, and to identify the effects and challenges of the lesson. This paper informs of the lesson practice with multicultural points of view on food culture. The lesson was put into practice at four junior high schools and surveys were conducted before and after the lesson. The main research results are as follows: 1) There were significant differences in response to survey questions collected before and after the lesson. The survey conducted after the lesson showed significantly higher positive answers in terms of multicultural points of view on food culture. 2) There were no significant differences in responses before and after the lesson with a few questions on active attitudes toward multicultural coexistence. Therefore, it was proved that the developed lesson, tasting and studying different kinds of tea, was effective in fostering a sense of multicultural coexistence. However, the lesson did not have influence on the students’ active attitudes toward multicultural coexistence, such as incorporating another culture into their lifestyle, or introducing their own culture to people from other countries.抄録全体を表示PDF形式でダウンロード (1039K) -
西岡 里奈, 望月 一枝, 阿部 睦子, 金子 京子, 妹尾 理子, 倉持 清美2021 年 64 巻 3 号 p. 197-
発行日: 2021年
公開日: 2022/11/01
ジャーナル フリーIt is now required in the Course of Study that elementary school home economics class provides students with an opportunity to experience interactions with children of different ages. In this study, the elementary school home economics curriculum involving interactions with 1st and 6th graders was conducted. The purpose of this study is to examine whether 6th graders increase their understanding toward 1st graders, and that they can develop better relations with younger children through this curriculum. We analyzed the data consisting of 32 6th graders. The method of analysis was the categorization of narratives written by 6th graders after the curriculum was completed. As a result, more than half of the 6th graders thought that they were able to better understand about the 1st graders, and were positive toward the 1st graders. Most of the 6th graders responded to the categories of “How to get involved with 1st graders” and “How to cook” for which they were able to devise so that the 1st graders could enjoy. These different age exchange classes, including pre-classes, increased the 6th graders’ understanding toward the 1st graders, and improved their interactions with the younger children.抄録全体を表示PDF形式でダウンロード (833K) -
家庭科教育とSDGs ８大本 久美子2021 年 64 巻 3 号 p. 208-
発行日: 2021年
公開日: 2022/11/01
ジャーナル フリーPDF形式でダウンロード (2732K)
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