The State of Knowledge of Cooking Terminology and Utensils among Elementary School Teacher Trainees <Article>

日常の調理に使用されていると考えられる調理器具等や食材の切り方に関して，小学校教員養成課程の学生がどの程度の知識を有しているかについて調査を行った。大学3年生を対象とし，調理器具等31種類，切り方15種類の写真あるいは図を示して，それぞれの名称を回答させた。回答者は，男子57名，女子78名であった。切り方の名称に関しては，すべて女子の正答率が男子より高かった。また，男女ともに正答率の高かった切り方は，みじん切り，いちょう切り，輪切り，で、あった。調理器具等の名称で正答率が高かったのは，男女ともにフライパン，まな板，鍋，包丁，と調理の基本的器具であり，家庭での所有率および使用率の高いと考えられる器具で、あった。一方，裏ごし器，茶托，のように家庭での所有率や使用頻度の低くなっていると思われる器具の正答率は非常に低かった。調理器具等の正答率は，家庭での所有率や使用率を反映しているものと推測された。We conducted a survey to determine the extent of knowledge among elementary school trainee teachers of kitchen utensils and techniques of cutting ingredients. Third-year university students were selected as subjects and asked to provide answers to sets of questions relating to pictures or figures of 15 different cutting techniques and 31 different types of cooking utensil. The respondents consisted of 57 men and 78 women. All the women achieved a higher number of correct answers than did the men regarding the cutting techniques. The study also revealed that the percentage of correct answers was equally high, regardless of sex, for fine slicing, cutting rounds, and cutting quarter-rounds. Among the preparation equipment, the frying pan, the cutting board, the cooking pot, and the cooking knife, which were assumed to be the utensils most commonly owned and used at home, accounted for the highest percentage of correct answers from both men and women. A noticeably low percentage of correct answers was obtained for kitchen devices usually regarded as rarely used or owned at home, such as the strainer or the saucer. We thus infer that the percentage of correct answers with regard to kitchen utensils reflected their domestic ownership and use

Support methods in “caring education” for home economics in junior high schools: A project for “solving lifestyle issues”

This study aimed to examine support methods that teachers can provide when practicing caring education for home economics in junior high schools. A teacher planned and executed a project in which a student solved a life problem. The goal was to understand how students perform care before they learn care education. At the time, the actual condition of the method the student used to solve the life problem (the method of care) for the care recipient (the object of care) was investigated. Then, the situation was analyzed from the viewpoint of the six aspects of care and the four learning methods for imparting care as advocated by Noddings. Consequently, the teacher had to use the following learning method to inculcate the concept of care in the students in the home economics class. The support method guided the practice of care, incorporated dialogue between the students, and emphasized the confirmatory aspect

The process of overcoming difficulties faced by novice home economics teachers in elementary schools

The purposes of this paper is to ascertain the difficulties faced by novice home economics teachers in elementary schools and the process for overcoming those difficulties. Our methodology uses the Trajectory Equifinality Model (TEM) to analyze interviews conducted with three newly hired home economics teachers at a public elementary school in H City in fiscal 2014. When they first assumed their posts, the three teachers had not been uncomfortable teaching classes in home economics, but after gaining the support of other teachers, they reached the point where they were eager to teach home economics classes the following year based on what they learned during their first year. The teachers experienced various challenges during that time. Teacher A had problems mainly with practice classes; Teacher B had problems mainly with how to deal with the students; and Teacher C had problems with practice classes, lecturetype classes, and developing relationships with the students. Although the difficulties experienced by the three novice home economics teachers differed depending on their attitude toward home economics and conditions in the workplace, ways to overcome these difficulties consisted of the following three points: the building of a support system for discussions about home economics; the building o f a s ystem t o f acilitate a better understanding of students’ actual lives; and the creation of a system that encourage participation in training.This article translated into Japanese is published in the journal Gakushu Shisutemu Kenkyu,Vol.5

Study of learning environment development of the way to become the foundation of inclusive education system : From teaching practice in a special classroom by teachers in regular class

本校では特別支援学級と複式学級の教科による交流及び共同学習の導入や，学級交流や縦割り学習，運動会等の校内行事での交流などに取り組んできている。本研究は，これまでの成果を基に，通常の学級に在籍する児童の多様性や障害の理解を促す実践を交流及び共同学習や教科学習の中で行い，その効果を検証することを目的とした。特別支援学級の担任ではない教員が，特別支援学級の指導案を作成することを通して，日頃の交流だけではとらえられない特別支援児童の実態に気づき，支援の在り方について検討する。また実際に授業を行うことで特別支援領域に関する見方・考え方を活用し，それぞれの学級の児童支援に生かし，共有できるようにした。授業を行う教員の研究教科が算数科であることから算数科で授業を行うこととし，都合５時間の特別支援学級教員による算数科の授業を観察，児童の実態把握を行い，聞き取りも含め授業構想を行っていった。実際の授業から，子どもたちの中に価値に関する概念が育成されているかどうかの違いがあることに気付く。価値概念の育成や獲得方法を明らかにしていくことによって小学校の教科の指導をより充実させていくことができると考えた。Do the practice of promoting an understanding of the children of diversity and disorder enrolled in regular classes in the exchange and collaborative learning and subject learning, was aimed to verify the effect. Special support is not a homeroom class faculty, through to create a lesson plan of the special support class, noticed the actual situation of the special support children that cannot be captured only daily exchanges, as well as consider the way of support, the teaching plan actually take advantage of the special support area on the perspective, the concept by making the class alive, it was decided to continue making the child support of each class. It was thought to be able to go to enrich more the guidance of the subjects of elementary school by going to reveal the development and acquisition method of one person a child of the value of the concept

横断的・総合的な幼稚園教育教員養成プログラムの構築研究

本研究では，別冊『－平成30年度広島大学大学院教育学研究科共同研究プロジェクト－横断的・総合的な幼稚園教育教員養成プログラムの構築研究論文集』を作成し，紙幅の都合で本報告書に掲載できなかった調査・研究の成果を掲載した