Research about experience of cross-culture of students and home economics education

本研究采用两种方法，一是对日语学校和日语补习班的调查，二是问卷调查。2004年10月至2006年，我访问了位于欧洲、中国、菲律宾和美国的五所日语学校。每一所学校都有自己的特色。在第二课中讲授了文化理解或地方理解。2006年10月，我参观了肯塔基州中部日语学校。调查对象包括家庭生活和对家政学的看法。少年儿童S家政知识知晓率较低。2004年10月至12月，对6所学校的返乡儿童和正常儿童的家庭生活和家政观进行了调查。每个学校的特色都很明显。并调查了家政学教师对返乡儿童家政教育的现状。一半的教师在教学时是有意识的。他们认识到，无论是对家务的关注程度还是对家务的理解程度，都没有从正常儿童身上改变。2006年6月至8月，我对日本学校的家政教育环境进行了调查。家政学老师有自己的专业问题，也有减少上课时间的问题。此外，他们还根据当地的生活方式设计了家政学教材。根据收集的数据，一个为期一年的教学计划数据库正在建设中。

This research was performed by two methods, the survey of a Japanese school and Japanese supplementary school, and questionnaire investigation.1. I visited five Japanese schools situated in Europe, China, the Philippines and the United States of America from October 2004 to 2006. Each school had its own characteristics. Instruction of cultural understanding or local understanding was given in the lessons.2. I visited Central Kentucky Japanese School in October 2006. Home life and views on home economics were investigated. The children' s awareness of the home economics was low.3. Home life and views on home economics were investigated for the returned children and the normal children of 6 schools in October to December 2004. The special characteristics of each school became clear.4. The present condition of home economics instruction provide to the home economics teachers who teach the returned children was also investigated. Half of the teachers were conscious when teaching. They recognized that neither the degree of concern nor comprehension of homemaking was changed from the normal children.5. I investigated the educational environment of the home economics of Japanese schools from June to August 2006. The home economics teacher had problems of their own specialty and in the reduction of school hours. Moreover, they devised teaching materials for the home economics based on the local lifestyle.A database for-a-year instruction plan is under construction on the basis of the collected data.