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Development of Gender Equity Curriculums for Home Economics from the Viewpoint of Living Organism Development

从生物体发育的角度构建家政学性别平等课程

基本信息

批准号：
13680308
负责人：
TAINOSHO Junko
金额：
$ 2.56万
依托单位：
Hiroshima University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

项目摘要

For the first year, we conducted a nationwide survey of chief teachers of home economics and head-teachers of instruction on the curriculum development and gender education at school. A total of 3250 schools were surveyed with an recovery factor of 40.4%. Samples recovered consisted of 1264 chief teachers of home economics and 1277 head-teachers of instruction.2. Primary findings of the survey included :(1) There were delays in the curriculum development at most schools.(2) Only 21 schools, or 1.6%, included guidelines against gender discrimination in the curricula.(3) As few as 16.2% of home economics teachers actively handled in the class the contents of education on the gender.3. For the second year, we surveyed some regions for the actual situations on the gender education.As a result, it was found that some teachers were well aware of the "hidden curriculum" in working on the gender education.4. For the third year, we developed, based on the survey findings, gender equity curriculums in home economics in view of the living organism development. We practiced them in classes of elementary school (conducted in the second year), middle school and high school. With elementary school, it was found that a class teacher's awareness oh gender issues influenced the class culture. What was found with junior high school was that such education is effective when conducted in the field of child care. And with high school, what was found was that such curriculum should be performed in line with education on sex.

第一年，我们在全国范围内对家政学首席教师和学校课程编制和性别教育方面的班主任进行了调查。共有3250所学校接受调查，回收率为40.4%。回收样本包括1264名家政学主任教师和1277名班主任.调查的主要结果包括：（1）大部分学校的课程发展出现延误。(2)只有21所学校（1.6%）在课程中列入了反对性别歧视的指导方针。(3)只有16.2%的家政教师在课堂上主动处理性别教育的内容.第二年，我们对部分地区进行了性别教育的实际情况调查，结果发现，部分教师在性别教育工作中对“隐性课程”的意识较强.第三年，我们根据调查结果，从生物体发展的角度制定了家政学中的两性平等指南。我们在小学（第二年进行），初中和高中的课堂上练习它们。本研究以国小为例，发现班主任的性别意识对班级文化有影响。在初中发现的是，在儿童保育领域进行这种教育是有效的。在高中，我们发现这样的课程应该与性教育保持一致。