調理の効果的指導法(第3報) : 形成的評価法の導入

概要

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The aim of this study was to establish the formative effect of evaluation on teaching process for effective teaching methods of cooking. Standing on this purpose, the objectives were classified to cognitive domain, affective domain and psychomotor domain according to B. S. Bloom's "Taxonomy of educational objectives". Basing on the classified objectives, the relations of teaching contents and evaluative means were tabulated. According to the evaluation plan, readiness-tests, pre-tests, post-test, evaluative criteria for the work were made and the location and contents of self-confermation teaching proces were decided. As to the questions for evaluation, their validity and reliability were examined. For the experimental groups, the teaching pattern emphasized on managerial ability in food proparation was used. On pre-learning of cooking, finding the location and contents of self-confermation was emphasized, and on learning of cooking they were inspected. For the control groups, the teaching pattern emphasized on cooking skills were used, and the location of self confermation was not directed. Through the experimental teaching, it was proved that the evaluations in the teaching process is necessary for the successful learning of food preparation and the evaluations have formative effect, too.
日本家庭科教育学会の論文
1979-05-31