全国高等学校家庭科技術検定に関する考察(第4報)
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概要
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The HET Test is encouraged not only by the success of the students in improving their ability of home economics, but also by the favorable attitude of the school authority and teachers toward the test. This report explains the relation between the achievement of the test and the attitude of school authorities and home economics teachers in a certain prefecture. The findings are as follows : 1. Four types of schools; i. e. the progressive, changeless, regressive, and reconstructive type were observed during the nine years of administering the HET Test. In the progressive type schools, (1) The administrators and teachers of other subjects as well as home economics teachers recognize the importance of the HET Test. (2) Generally speaking, educational environment is better than that of any other type of school. (3) A teacher of home economics takes charge of smaller number of students than does one in the schools of other types. The ratio of the teachers to the students is important, not the mere number of teachers. (4) All students who take home economics are given positive advices to take the HET Test by the school authority. 2. According to the recognition of the educational meaning of the HET Test, home economics teachers belong to one of the following four types; affirmative, negative, passively negative and passively affirmative. What position the teacher gives to the test in the whole curriculum of home economics decides these differences. The teachers of the affirmative type acknowledge the test as a main part of the curriculum, while those of other types give it only secondary position in the curriculum.
- 日本家庭科教育学会の論文
- 1970-03-01
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