日本家庭科教育学会誌
Online ISSN : 2424-1938
Print ISSN : 0386-2666
ISSN-L : 0386-2666
8 巻
選択された号の論文の18件中1~18を表示しています
  • 新井 包子, 鹿内 瑞子, 田部井 節子
    原稿種別: 本文
    1967 年 8 巻 p. 1-5
    発行日: 1967/03/01
    公開日: 2017/11/29
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    In order to add variety to the practice of the Home-making education, researches schould always be made from various standpoints. Recently we have investigated into the formation of the basic habits in our children's life. We selected 1800 pupils from the following three districts. Tokyo (a large city) 600 Kasugai (a middle city in Aichi pref.) 600 Sashiogi (a rural district in Saitama pref.) 600 from each grade 100 children (male 50 female 50) We distributed questionnaires to their parents and asked them to answer the twenty questions about the habits and manners of the childrn. Some items of the questions are as follows : The habit of rising and going to bed The habit of food, clothing and housing The habit of speech The habit of helpfulness and cooperation with others The habit of good health The result of the investigation represnts some features due to the differences of regional conditions and distinction of sex. But, as a whole, there can be found a tendency common to all the pupils. The habit is not formed straight as a rapidly rising line. The curve rises slowly rather in a zigzag way, sometimes falling. This is, we guess, due to the vniversal tendency in psychological development and the extension of experiences.
  • 原田 一
    原稿種別: 本文
    1967 年 8 巻 p. 5-9
    発行日: 1967/03/01
    公開日: 2017/11/29
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    There has been no school subject in Japan since the war that was so restlessly changed as Home Economics Education (HEE), except social study."House-keeping" and "Sewing" were already prepared as school subjects before the war. And after the war, the American style "Home-making" education was introduced into this country. Moreover, there has been a trend in which home tasks are socialized, and vocationl education is promoted. Seeking for the most proper philosophy in HEE through the criticism against those various trends, the author could conclude as follows : 1) HEE must be given as an independent school subject. 2) HEE must be learnt through expereince. 3) HEE must be given to both boys and girls. 4) The main goal of HEE is in building up a good family and good family members. 5) House-keeping techniques must not be neglected in school. 6) HEE must be prepared for the student's future vocations.
  • 柳原 文一
    原稿種別: 本文
    1967 年 8 巻 p. 9-11
    発行日: 1967/03/01
    公開日: 2017/11/29
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    Home-making education has still been thought of little or no use in school. Against this we should emphasize that "Home-making" is an important school subject. But does home-making subject have qualification for a school subject? For that, we must make clean the character of home-making subject. I think "Home-making" is not a special subject, but one of general subjects, and is significant in making sure the knowledge acquired through other general subjects by using it in supposed life. Knowledge can be made sure in the following cases. 1) when one has an interest in it. 2) when it is not abstract, but actual. 3) when it is not a separate one, but connected with some other knowledge. 4) when it is often used actually. A Home-making subject satisfies all those cases. From this point of view we may say that most school subjects become useful through the home-making subject.
  • 藤田 美枝
    原稿種別: 本文
    1967 年 8 巻 p. 11-14
    発行日: 1967/03/01
    公開日: 2017/11/29
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    I In this paper, I investigated how teachers in primary and secondary schools took up the teaching (plan) of "Gohan and Miso-shiru" reported in my previous paper. The difference between an image of a human being to be cultivated through Home-making Education and the characteristics of Home-making Education as a course of study-the difference between its aim and character-and the differences in standpoints of each teacher made the contents of their actual teaching different. I could classify them into three kinds. II Those who say the inutility of the Home-making course assert that the recognition of life will be deepen by linking the recognition of nature and society with life, and that the questionable Home-making course should be out of the curriculum. If Home-making Education were a course to aim only at recognition, it might be admittable. But not being the course to remain within that category, this course has its raison d'etre and its role. Home-making Education should acquire the recognition of home-life through the base of Polytechnism to be deepen by scientific recognition, attitude, skill, and practice. Though it gives an air of learning to solve a problem, its method and the experiences of recognition and practice will give us a power to change our life in order to seek for human happiness. Here lies the aim of Home-making Education.
  • 布川 清子
    原稿種別: 本文
    1967 年 8 巻 p. 15-17
    発行日: 1967/03/01
    公開日: 2017/11/29
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    I tried to consider how the students in this isolated island are conscious of their home-managements. In order to improve their home lives. I think, it is necessary to make them take more interest in their home managements. So I analized from a home project degrees of their interest in their household economy which is a basis of Home management. As one method I gave free title and the result showed that 4 percent of students in 1965 kept household account, but its percentage increased to 15.8 in 1966. From now on I should like to lead them to study with interest what is a good household economy or how to improve it, just as they take interest in their clothes, food, housng, etc.
  • 瀬之口 スミ, 山下 公子
    原稿種別: 本文
    1967 年 8 巻 p. 17-22
    発行日: 1967/03/01
    公開日: 2017/11/29
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    In the full-time senior high schools in the west of Aichi prefecture we authors surveyed chiefly "home-making general" and "nursing" taught at those schools to grasp some problems in instructing them, and observed the following facts. 1. 100% of the pupils in the ordinary course or the home-making course took "home-making general" for 4 credits, but about 80% in the vocational course took the subject for 3.8 credits. Nursing subject was taken by 19% of the pupils in the ordinary course, 91% in the home-making course, and 8% in the vocational course. 2. An average of 25 hours were allotted to the course of infants nursing. Very few of the teachers instructing in this course majored in nursing, and most of them were the teachers who specialized in food or clothing. 3. The method of instructing the pupils in nursing was chiefly that lecturing, and the rate of the use of audio-visual aids was low. 4. Most of the opinions by the teachers on nursing were as follows. a) They want to have the contents of "home-making general" reexamined. b) Practical training or study and observation in nursing is difficult. c) In an ordinary course it is necessary that the pupils should take nursing for 2-4 credits. d) They feel the absolute necessity of studying the teaching aids, especially audio-visual ones and of learning how to instruct the pupils in nursing. e) The pupils are not interested in "home-making general" and "nursing".
  • 瀬之口 スミ, 山下 公子
    原稿種別: 本文
    1967 年 8 巻 p. 23-28
    発行日: 1967/03/01
    公開日: 2017/11/29
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    In the former investigation it was pointed out as one of the problems in nursery education that the pupils were not interested in nursing. This time, by using the "Guttman Method" as a scale analysis technique (as to the above problem, ) we made a diagnosis of the pupils' attitude toward learning nursing, and as the result observed the following facts. 1. We found it possible to measure their attitude toward learning nursing by the Guttman's scale analysis technique. 2. 12% of the examinees entertained antipathy against learning nursing, 13% were neutral, and the rest 75% of them showed the favorable attitude toward it. 3. The 3rd year pupils' attitude toward learning nursing was more favorable than the 2nd year pupils', and the intentional differences of their attitude by the distinction of their courses -an ordinary course, a home-making course, and a vocational course- were not observed. Though there were the intentional differences by the distinction of the schools they attended, whether they had infants around them or not had no influence on them. 4. When we divided ther contents of home-making broadly into four groups such as food, clothing, home management and nursing, and surveyed their reciprocal positions by the method of comparing each pair, we found the degree of the pupils' liking for each content was food>clothing=nursing>home management, and that the degree of importance they placed on them was in this order : nursing=food>home managemet>clothing.
  • 山本 正
    原稿種別: 本文
    1967 年 8 巻 p. 29-33
    発行日: 1967/03/01
    公開日: 2017/11/29
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    Both happiness and unhappiness of human beings are very much under the influence of homelife or human relation within a family. Good understanding about this will improve homemaking education especially in regional society. We refered to a book about family problems by Toshio Yamamoto, and the investigation this time was done by TAKEN method concerning the age difference, the education level, the occupation, and struggles in a family. The results obtained are as fallows. 1. No difference can be seen in the relationship between parents and children, in the case of special children, through the difference in age, occupation and education level. 2. Parents around the age of thirty keep in good condition thir relationships with their children. 3. Parents who have special children are feeling uneasy about their marriage, economic self-support and influence on their brothers or sisters.
  • 鈴木 咲枝
    原稿種別: 本文
    1967 年 8 巻 p. 34-38
    発行日: 1967/03/01
    公開日: 2017/11/29
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    The homemaker who schould make an effective use of food to meet family goals must develop the understanding of family life cycle. I shall make a report on the observed discrepancies between the estimates of family in home-making education and those of national economy in terms of life cycle food expenses. I am here with some important suggestions for our home-making education and I hope that they will be useful in planning the unit. They are as follows : 1) Recognition of the fact that the life-time food cost of a typical family should be out of accordance with the cost of the average monthly receipts and disbursements over five year period per household in age groups of household heads. 2) The life cycle of a typical family as well as a consumer unit period is different in different families.
  • 出石 康子
    原稿種別: 本文
    1967 年 8 巻 p. 39-41
    発行日: 1967/03/01
    公開日: 2017/11/29
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    While teaching girls in lower secondary school how to take food effectively, teaches have found it especially difficult to let them understand and master the method of calculating nutritive values of food, because it is extremely complicated and hard to learn. The writer has improved the way the girls girls study it and has devised a new method. According to the new method, the trouble of calculation is lessen a great deal by using a graphic table and also it makes it easier to see the nutritive value and the cost of food.
  • 石川 千代子
    原稿種別: 本文
    1967 年 8 巻 p. 41-45
    発行日: 1967/03/01
    公開日: 2017/11/29
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    In order to ascertain how long we can preserve the freshness of food by cooking, the author took up a few of horse mackerels, and tested them in the following four cases. (1) uncooked ones, (2) boiled ones, (3) fried ones, and (4) vinegared ones. They were kept in a room (20℃, ±3℃.) and examined every 10 hours in five ways of testing : I Functional test of the external appearance, II Determination of volatile nitrogen base. III Precipitate reaction of protein, IV The measurement of pH., V Color development of amino acid on paperchrotography. After this it was found that uncooked ones became unfit to be eaten in 40 hours after the catch of the fish, while the safe limit of edibility of boiled ones and vinegared ones was 70 hours after cooking and that of fried ones was 110 hours after that.
  • 大野 悦子, 荻津 文子
    原稿種別: 本文
    1967 年 8 巻 p. 45-47
    発行日: 1967/03/01
    公開日: 2017/11/29
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    This investigation was carried out to obtain the fundamental data for performig education on food more effectively. The sample was chosen, taking into consideration of the attendance area of pupils and the status of enforcement of school feeding. The results obtained were as follows; 1. The average number of foods consumed was ten out of the total fifteen for each person a day. And seventeen kinds of food were consumed by each person a day. The consumption of fat and oil, milk and its products and green and yellow vegetables was small in amounts, compared with the frequency of consuming them. 2. Comparing the urban area with the rural area, fat and oil meat, eggs, milk and its products, green and yellow vegetables, confections and fruits were more frequently consumed in the former area, and legumes, small (dried) fishes and seaweeds and salted vegetables (pickles) were more frequency taken in the latter area. 3. Considering from the frequency of food consumption. rice was taken as a main food, predominantly (80%), followed by bread (13%). Bread was taken mostly (77%) for lunch. And the bread was consumed more frequently in city and town areas than in the rural area. 4. Considering from cooking methods, fourteen methods of cooking were used a day. Cooking was generally simple and of small vaviety, namely, eating instant (uncooked), boiled rice, salted vegetables, miso soup, boiling with seasonings and so on.
  • 関川 信子
    原稿種別: 本文
    1967 年 8 巻 p. 48-52
    発行日: 1967/03/01
    公開日: 2017/11/29
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    The aim of my research is to apply its conclusion to the clothing education in our university, and to improve female students' costume. As a result, from 41 to 80 percentage of the students wear ready-made dresses instead of those of their own making and the percentage is still increasing now. The reasons for this tendency can be summarized as follows : 1) They would like to make their dresses for themselves, but it takes them too much time. 2) The dresses of their own making often reveals their technical weak points and therefore, they can not do their work with confidence.
  • 塚本 すが
    原稿種別: 本文
    1967 年 8 巻 p. 53-60
    発行日: 1967/03/01
    公開日: 2017/11/29
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    This is what I have undertaken by making an investigation into the actual conditions of clothing education in the junior and senior high schools of Shizuoka prefecture this year. The principal object in view is to show where we should deal with the teaching of japanese clothes (wafuku) in the clothing education and to reveal, on the other hand, what training the students of Shizuoka University have had in their elementary, junior and senior high school days. The principal objects in view are the following four treatments of teaching materials with due regard to the last and this research together with other regular university units. 1. Practice in making a woollen "unlined kimono" in view of its fitness for use. 2. Better understanding of partial sewing in that "yukata" is most frequently used as men's wear. 3. Practice in making a lined "haori". 4. Collective practice in making bedclothes.
  • 児玉 松代, 福本 郁子
    原稿種別: 本文
    1967 年 8 巻 p. 60-64
    発行日: 1967/03/01
    公開日: 2017/11/29
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    In order to show the direction of how to wear, we conducted researches into the real situation of the elementary school children's wearing in Hiroshima City. We weighed children's clothes, examined the materials of their clothes, and took the temperature between their clothes and the body heat in winter. In this report, taking up one unit in the textbook for the sixth grade, "How should we put on clothings, " we experimented to give pupils scientific knowledge of and make them understand the reasonable clothing habits through the real state of children's wearing. The result of this research indicates that there is an individual difference in the weight of children's clothes as the weather is getting cold. As to the materials of clothes, chemical fibre or mixed chemical one were more popular among children. On the temperature between clothes and body, we understood, it is very effective for keeping warmth to drees reasonably, though lightly. And we also observed that there were some children who, in clothes for winter, felt pretty cold in their hands and tiptoes.
  • 辻田 アイ
    原稿種別: 本文
    1967 年 8 巻 p. 65-68
    発行日: 1967/03/01
    公開日: 2017/11/29
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    It is generally agreed that in learning fundamental skills in clothes making, it is more advisable and efficient to leave the pupil to make plans of their own for something useful in actual life and enjoy the process of making it, than to make him or her sew or knit for a long time without any other object than merely giving lessons in sewing or knitting. In order to give theoretical confirmation to this general idea, fatigue brought on in the course af sewing and knitting work was measured with the Flicker Value Measuring Apparatus. Subjects were chosen from among those who are fond of and well-experienced in sewing, those who don't care for sewing and are inexperienced in it, those who have neither a liking nor a dislike for sewing, and also those who are fond of and well-experienced in knitting. Fatigue was then measured both in the case of making a table wiper and in the case of mere needle handling drill, using the same material and sewing kit, and under the same working conditions. Every subject group showed less fatigue in the case of making a table wiper than in mere needle handling drill. Again, lower degree of fatigue was registered when knitting was done for a definite purpose of making a table centerpiece than when done for no particular purpose. It was concluded from the present fatigue measuring experiments that greater efficiency can be achieved by encouraging the pupil to learn the way of sewing or knitting with something concrete in mind than by drilling him in the mere skill of sewing or knitting.
  • 児玉 松代, 木村 咲枝
    原稿種別: 本文
    1967 年 8 巻 p. 68-71
    発行日: 1967/03/01
    公開日: 2017/11/29
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    As a teaching material for the household course in primary school, a few hours are given for sewing coverings. Pupils wanted and agreed to sew pillow-coverings, and the material for the coverings was examined from the angle of hygiene, especially of removing dirts. the following three. We made examinations : (1) surface reflexibility, (2) chlorine ion fixed quantity test, (3) ammonia with broade cloth, terry cloth, tetoron, cuprammonium rayon and polypuropilene. Results of the examinations 1) Terry cloth is the most hygienic and easy to remove dirts. 2) Compared with girls, boys become more dirty, and seasons have much relation with this. 3) About starching For adults, starching is necessary. But for babies, as they easily get dirty, starching is not hygienic and washing every day is more necessary. For a teaching material, it has been found that in sewing pillow-coverings a broad cloth is suitable both for teaching basic sewing and the hygienic point of view.
  • 鐙本 温美, 和田 徳子
    原稿種別: 本文
    1967 年 8 巻 p. 72-76
    発行日: 1967/03/01
    公開日: 2017/11/29
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    PROCEDURE The survey on knowledge of nutrition and on attitudes of mind with respect to family meals was made for 90 women by the questionaire method in spring, 1965. The questionaire involved, among a lot of items, those items which were for a test entitled "the test for common sense of nutrition" by some specialists. RESULTS AND DISCUSSIONS (1) Data obtained are from the replies received at 100 percent, that is, 90 replies. (2) Food preparation in general families has almost been done by women, mainly by housewives. (3) Women's attitudes of mind for their family meals are reasonable and correct from the point of view of proper meal planning. For they prepare dishes paying a special regard to these five items in the following order : i) tastes of all the family members, ii) a balance of diet, iii) an economy of time and labor for food preparation, iv) an economy in expenditures, v) a special consideration of the taste of a particular person in the family. (4) Correlation between nutritional knowledge and attitudes of mind for meals, and also correlation between dietary levels and nutritional knowledge can be recognized fairly well in view of the data that coefficient of correlation ranges from -0.16 up to +0.23. This means that variables of each set are little or not related at all. As we had the following doubts : (A) whether women's knowledge of nutrition was too poor, (B) whether there was a gap between knowledge and its practical application, (C) whether there was anything wrong in the test items for a common sense of nutrition, with special respect to the doubt (C) we have examined each item of the test by the G. P. test (good & poor grouping test). And we have obtained the following results : (a) 4 items out of 12 of the test are not appropriate for the test of such kind, (b) 5 items are based upon some unmaterialized theories or uncertain definitions on nutrition. with the result of the above, it is safe to say that 7 items out of 12 of the test are not appropriate to common people. Accordingly we would like to suggest to the author of the test book that some improvements should be made on the test items.
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