Home Economics Classes Relating to "Living Issues" and "Living culture" in Kyushu and Okinawa

本研究的目的是从生活问题和生活文化的教材制作的角度，对九州和冲绳的家政学教学实践进行定量和定性分析。从1994年至2004年收集到的案例有368个，具有地方特色。研究结果如下：1.约40%的案例包括有关当地生活文化、生活问题、重建当地社会等的学习内容，尽管许多案例包括或使用当地人和当地材料作为学习方法。此外，少数个案还包括对当地生活状态的批判性看法、对生活问题的认识以及改革的动机。这说明了我们要把生活文化传递给儿童，让儿童创造新的生活文化，让儿童生活一致，进而让儿童通过生活活动更好地创造社会条件的重要性.只有极少数的案例，大约10%或更少，包括对自己生活的批判性观点和对自己生活问题的认识。这说明了创造课堂教学的必要性，这种课堂教学不是让儿童理解当地生活问题与自身生活问题的关系，而是让儿童在认识到生活问题上的生活状态，或具体捕捉到无法处理问题的情境背景（真实的意图）后，学习解决当地生活问题的策略。尽管对学习生活文化和生活问题的目标进行了详细的描述，但在许多情况下，我们无法理解教师如何使用生活文化和生活问题，以及孩子们在课堂上学到了什么。说明了在目标和内容一致的情况下，提出编写教案和记录的重要性和必要性.教学实践案例的收集难度较大，有必要对教学实践案例进行系统的收集和保存。

The aims of this research are quantitative and qualitative analysis of home economics teaching practices in Kyushu and Okinawa by the viewpoint of making teaching materials of living issue and living culture. The collecting cases were 368 from 1994 to 2004 which have the local perspectives. The results are as follows ;1. About 40 percent of the cases included learning contents concerning local living culture, living issues, reconstruction of local society and others, although many cases included or used local people and local material as learning method. In addition the few cases included critical perspectives to local living state, awareness of living issues, and motivation to reform. It shows the significant issues when we want to transfer living culture to children, to make children create the new living culture, to make children live identically, and further to make children create the condition of society better by their living activities.2. Very few cases, about 10 percent or less included critical perspective to own living and awareness of own living issues. It shows the necessity of creation of classroom teaching which does not make children understand the relationship between local living issues and own living issues, but make children learn the strategy for solving local living issues after recognition living state on living issues, or catching background of the situation which cannot deal with the problem (real intention) concretely3. In spite of dear description of objectives to learn living culture and living issues, in many cases we could not understood how teachers used living culture and living issues and what children learned in the classes. It shows the significance and necessity of proposal for writing the class plans and records without discrepancies in the target and the contents.4. It is necessary to collect and keep the teaching practice cases systematically as we met the significant difficulty of collection.