家庭科指導における批判的思考の導入(第1報) : アメリカ家庭科教科書の教師用マニュアルにみる指導上の方略
家庭科指導における批判的思考の導入(第1報) : アメリカ家庭科教科書の教師用マニュアルにみる指導上の方略
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家政学教学中引入批判性思维（第一份报告）：美国家政教科书教师手册中的教学策略
DOI：
10.11549/jjahee.45.4_335
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
長沢 由喜子
中科院分区：
文献类型：
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作者：
小川 麻紀子;長沢 由喜子
通过对美国《家政学》教师总编评语的分析，提出了批判性思维教学策略。实验结果如下：1)家政学的学习内容定位于批判性思维的过程。2)每个学习领域对批判性思维的项目数量有不同的倾向。3)通过对题项结构的分析，提炼出两种截然不同的基本模式，即w型和v型。此外，w型的目的是通过列表的方式来理解自己与他人之间的关系。v型通过讨论的方式达到解决行为问题和组织管理的目的。(4)我们确定了批判性思维的两种基本模式的起点和终点在自我评价中起作用。
We worked out a strategy to teach critical thinking through the analysis of comments based on the teacher's wraparound edition of American textbook of home economics. The results were as follows; 1) Learning contents in home economics subject were located in the process to think critically. 2) Each domain of learning had a distinctive tendency toward the number of items for critical thinking. 3) Two distinct fundamental patterns, a W-type and a V-type, were abstructed through the analysis on the construction of items. In addition, W-type had the purpose of understanding the relation-ship between oneself and other people by the means of list-up. V-type served the purpose of behavior problem solving and organizational management by the means of discussion. 4) A starting and terminal point of the two basic patterns for critical thinking wewe ascertained serving a role in self-evaluation.