態度変容をめざす家庭科の授業構成 : 小学校食物小単元『なぜ,すききらいなく食べるのか』教授書試案

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概要

• 論文の詳細を見る

• Specialist in Home Economics Education in U.S.A., V. M. Chamberlain states the relation among cognitive, affective, and psychomotor domain, quoting from a food and nutrition area, as follows: Remembering, understanding, relating, analyzing, synthesizing, and assessing nutritional knowledge are not enough. Students also need to develop an interest in, appreciation for, and positive attitude toward using their knowledge. In addition, students have to be able to prepare food so that it is nutririous. This suggests us that, not to mention acquisition of more qualitative scientific knowledge and development of complex physical skills to incarnate them are necessary, "transition and development of attitudes" for bringing "knowledge" and "skills" together should be the one we pursuit for practical use of the both. Based on the awareness of issues above, a research of teaching was made in this study, aiming at "Home economics lessons for development of attitudes" and "development lessons available for any teacher's practice" giving an example of the "study in nutrition in elementary school" which is evaluated as a most uninteresting one by teachers and children. From the result, I made a proposal for teaching project, "Why we take favorite and unfavoraite foods", which is a free-allocated elementary-leveled mini unit in food and nutrition in such a style that the lessons are available for any who has some grounding in Home Economics.

• 日本教育方法学会の論文
• 1993-03-31

著者

• 佐藤 園

  岡山大学

関連論文

• 日本家庭科教育学会 平成10年度例会シンポジウム記録 : 総合的な学習の時間への家庭科からのアプローチ(その1)
• 家庭科教育学会の発表形式に思うこと
• 態度変容をめざす家庭科の授業構成 : 小学校食物小単元『なぜ,すききらいなく食べるのか』教授書試案

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