家庭科教育内容の実踐的研究 第3報 : 小学校食領域指導について
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概要
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In the paper Part I, analyzing the records of teaching, it was proved that the conventional teaching of Home - making Course was illogical, and in the paper Part II, Home - making Course was characterized as the education of polytechniques through the examination of the contents of this course. In this paper, the fundamental subject of this course--what is taught--is aimed to be practicaly clarified and to get the further approach to this course, by showing the concrete teaching plan of elementary schools. The various problems in teaching "dietary life" were discussed with the teachers of elementary schools, and the curriculum was arranged according to the grade of pupils and the school term. Through the cooperation of the teachers of elementary schools, the teaching plan of "Gohan and Misoshiru" was formed to demonstrate. After this teaching plan was tested, the following matters were clarified. 1. The lesson "Gohan and Misoshiru" is not difficult for 5-year pupils to comprehend. 2. Cooking fresh vegetables without using fire --vegetable salad-- as the first lesson of cooking practice is thought to be useful for training of hand-skill, but inappropriate to the pupils to understand the true home-life. But I couldn't sufficiently convince the elementary teachers of this point. 3. To know the meaning of this act--why do we cook "Gohan" and "Misosoiru"?-- is thought important as the starting point of cultivating the capacity to conduct ourselves in life, and in order to treat cooking "Gohan" and "Misoshiru" in such a sense, the teachers' standpoint should be firstly taken into consideration. 4. Through looking into the true situation of home-life and home-work connected with cooking "Gohan" and "Misoshiru", the scientific attitude to find out law lying under the superficial matters is to be grown up in the process of curriculum of Home-making Course comprehensible for pupils (work and its meaning, scientific attitude, techniques, and the development of home-work) are to be treated preponderantly in each school hour and what is taught is should be confirmed. The elements of curriculum should have a system and consistency in each school hour. (Fig. 2.) And these points should be examined by the more concrete, detailed teaching record.
- 日本家庭科教育学会の論文
- 1966-02-01
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関連論文
- 家庭科教育内容の実踐的研究 第3報 : 小学校食領域指導について
- 家庭科の教育内容についての研究(4) : 立場・視点のちがいと内容
- 家庭科教育内容の実践的研究(第2報) : 家庭生活認識についての一つの立場から
- 家庭科教育内容の実践的研究 : 構造性と順次性