Home Economics Education - Home Economics Education

Japanese: 家庭科教育 - かていかきょういく

One of the subjects taught in school education. Home economics, or technology and home economics, is taught throughout elementary, middle, and high school. It is a subject that fosters practical attitudes aimed at enriching and improving home life, with a focus on acquiring knowledge and skills related to food, clothing, shelter, and childcare, which are necessary for daily life. The content differs depending on the school level, and the method of study also differs.

[Fumi Ito]

primary school

It consists of eight themes: "Home life and family," "Interest in clothing," "Making things useful for daily life," "Interest in food," "Simple cooking," "Interest in living style," "How to use things and money and shopping," and "Ideas for home life." The course aims to stimulate an interest in food, clothing, and shelter, and teaches students how to wear and care for everyday clothing, how to make simple hand-sewn items, how to eat a balanced diet, and simple cooking. Students also learn how to live comfortably by organizing and cleaning, how to use money in a planned manner, and how to be considerate of the environment. These are studied by both boys and girls in the fifth and sixth grades.

[Fumi Ito]

junior high school

As a subject, it is treated as technology/home economics and is divided into two sections: the technical section and the home economics section.

The technical field is divided into two sections: "A. Technology and Manufacturing" and "B. Information and Computers", with six items in each section as follows:

"A. Technology and Manufacturing" covers (1) the role of technology in daily life and industry, (2) designing products, (3) how to use tools and equipment used in production, (4) the mechanism and maintenance of equipment used in production, (5) designing and producing products using energy conversion, and (6) cultivating crops. "B. Information and Computers" covers (1) the role of information means in daily life and industry, (2) the basic structure, functions and operation of computers, (3) computer use, (4) information and communication networks, (5) the use of multimedia using computers, and (6) programming, measurement, and control. The content of the home sector is divided into two sections: "A. Independence in daily life, food, clothing, and shelter" and "B. Family and domestic life," with six topics each as follows:

"A. Independence in daily life and food, clothing and shelter" covers: (1) nutrition and diet for junior high school students, (2) basics of food selection and cooking daily meals, (3) clothing selection and care, (4) indoor environment and living style, (5) dietary issues and applied cooking, and (6) making simple clothing. "B. Family and home life" covers: (1) the relationship between one's own growth and family and home life, (2) early childhood development and family, (3) home and family relationships, (4) home life and consumption, (5) early childhood life and interactions with other young children, and (6) home life and the community.

In these two fields of technology and home economics, items (1) to (4) of the contents of "A" and "B" are compulsory for both boys and girls, while items (5) and (6) are selectable from one or two of the four items for each field.

[Fumi Ito]

High School

There are three general education subjects: "Home Economics," "Home Economics Comprehensive," and "Life Skills." All of these subjects look at a person's life from the perspective of lifelong development, and cover topics such as the ideal family and home life, welfare for infants and the elderly, clothing and dietary habits for the health of the family, and the design and management of housing, as well as consumer life and the environment. "Home Economics" is two credits, while "Home Economics" and "Life Skills" are four credits each, and include practical skills such as cooking and clothing production. All students are required to select one of these three subjects. In addition, there are 19 specialized education subjects, including "Life Industry Basics," "Problem Research," "Home Information Processing," "Consumer Life," "Development and Childcare," "Child Culture," "Home Nursing and Welfare," "Living Design," "Clothing Culture," "Clothing Production," "Fashion Design," "Clothing Crafts," "Food Design," "Food Culture," "Cooking," "Nutrition," "Food," "Food Hygiene," and "Public Health." Of these, "Life Industry Basics" and "Problem Research" are required courses. Practical and experiential learning is valued, and home projects and school home economics club activities are emphasized. School home economics clubs are organizations that work to utilize the improvements in lifestyle identified in home economics classes and home projects at high schools to enrich and improve home life in the local area. Through joint research and volunteer activities, they aim to develop abilities and attitudes appropriate for members of society. Results of their activities are presented within the school, at the prefectural level, and at the national high school home economics club federation. In upper secondary education and higher education from high school onwards, technical subjects become independent specialized subjects.

[Fumi Ito]

history

The predecessor of home economics was the housework and sewing subjects that occupied the core of girls' education before the Second World War, but "home economics" was born in the postwar education reform. The name "home economics" appeared once before the Second World War, when the "Youth School Act" was revised (1939), but it was fundamentally different from the current home economics. The new home economics was launched in 1947 (Showa 22) as a co-educational subject in primary education. Its spirit was "for men and women to cooperate in household work centered on family relationships and take responsibility for building a family," and it was promoted based on the principle of not being a joint subject of housework and sewing, not being a technical subject, and not being a subject only for girls. However, the original idea gradually wavered, and the subject itself was constantly exposed to the threat of being abolished. In addition, the content changed with each revision of the curriculum guidelines, and in particular the area of family significantly receded and disappeared as an independent area.

Meanwhile, the changes in home economics in junior high schools have been dizzying. In the 1951 revision, it became vocational and home economics, and then in 1958, against the backdrop of rapid technological innovation in the industrial sector, it became technology and home economics with two series, "for boys" and "for girls," with boys focusing on production technology and girls on life technology. In the 1977 revision, a system was adopted in which students could choose seven or more subjects from a total of 17 areas in the "home economics" and "technology" series, so that both boys and girls could participate in the same course. In the 1989 (Heisei 1) revision, "information foundations" was newly established in the name of responding to the information society, and "home life" was newly established to respond to changes in the functions of the home, and four areas, "woodworking," "electricity," "food," and the new "home life" became compulsory areas for both boys and girls. In the 1998 revision, the content was integrated from the perspective of the consumer, with a view to promoting their independence, and it was reorganized into two fields, technology and home economics. This meant that both men and women could acquire the knowledge and skills necessary for daily life, rather than a technical course "suitable for boys" or a home economics course "suitable for girls."

In high school home economics, "General Home Economics" was a compulsory subject for girls only, but in 1989 the revised curriculum guidelines were revised, and "General Life" and "Life Skills" were newly established, and both boys and girls were required to select one of three subjects, each worth four credits. For a long time, the lack of consistency in home economics, which was compulsory only for girls, made home economics education unstable. Since the 1970s, a movement has been underway to realize coeducation of home economics, based on the view that the home is a place where men and women live together and that both men and women need to be independent as people. On the other hand, there have been social changes such as the ratification of the Convention on the Elimination of All Forms of Discrimination against Women (the Convention on the Elimination of All Forms of Discrimination against Women, officially the Convention on the Elimination of All Forms of Discrimination against Women), the advancement of women in society, and the development of the information society, and these factors also forced a review of the content. At this point, the way was opened for both boys and girls to study home economics consistently from elementary school to high school, and this continued for a while. In the 1999 revision, "General Home Economics" was replaced by "Home Economics Basics" which was increased to 2 credits, "General Home Economics" and "Life Skills" which were increased to 4 credits each, and one of these subjects was made a compulsory elective for both boys and girls.

In addition, home economics in vocational education courses also needed to be restructured to accommodate the information society and the declining birthrate and aging population. In other words, as the daily life functions of the home are industrialized, the composition of the subjects in the specialized education that will be necessary for future specialists in lifestyle-related industries was reviewed, and new subjects were created and their names changed so that students would be eligible to take qualification exams to become a chef or home helper.

[Fumi Ito]

assignment

Home economics has been established as a coeducational subject in elementary schools. Initially, in junior high schools, production technology was "for boys" and life technology was "for girls", and the curriculum was gender-specific, but with each revision, progress has been made in the direction of allowing boys to select from the "home economics series" and girls to select from the "technology series". Currently, the same compulsory content is set for both boys and girls in the "technical field" and "home economics field", and all students are required to take them equally.

In high schools, home economics, which was historically a compulsory subject for girls, was finally made a compulsory elective subject for both boys and girls in the 1989 revision, with one of three subjects, "general home economics," "life skills," and "general life," being selected as a compulsory elective. However, in reality, due to facilities and equipment at high schools and a shortage of teachers, there is no room for a choice between the three subjects, and only one subject is offered as a school elective, and sometimes four credits are reduced to three or even two credits. In the 1999 revision, "home economics basics" became two credits, and "home general" and "life skills" became four credits each, and one of these became a compulsory elective, but far from being elective, there are cases where only "home economics basics" is offered. In addition, home economics is likely to bear the brunt of the reduction in class hours due to the implementation of a complete five-day school week. It is on such a fragile foundation that it is hoped that home economics, which has finally begun to establish itself as a four-credit subject, will not be allowed to regress.

The nature of the family's daily life is changing due to the declining birthrate, the arrival of an aging society, and the advancement of women into the workforce. In this environment, if the demand for services related to food, clothing, shelter, and other necessities increases, home economics in vocational education must be able to provide education that can meet this demand.

[Fumi Ito]

"Home Economics Education," edited by Yoshio Iwata and Kimiko Fukuda (Teaching Profession Science Lectures, Vol. 24, 1990, Fukumura Publishing)" ▽ "Home Economics Education Principles, by Misako Nakama (1987, Kasei Kyoikusha)" ▽ "Home Economics Education," edited by Fumi Ito and Momoe Miyoshi (1980, Minerva Shobo)" ▽ "How to Teach 'Family and Home Life' in Elementary, Middle, and High Schools," edited by the Japan Home Economics Education Society (1992, Kasei Kyoikusha)"

Source: Shogakukan Encyclopedia Nipponica About Encyclopedia Nipponica Information | Legend

Japanese:

学校教育において行われる教科教育の一つ。小・中・高等学校を通して行われる家庭科、ないしは技術・家庭科の教育である。日常生活に必要な衣食住および保育に関する知識と技術の習得を中心に、家庭生活の充実、向上を目ざして実践的態度を育てる教科である。内容は学校段階によって異なり、また履修の方法も異なる。

［伊藤冨美］

小学校

「家庭生活と家族」「衣服への関心」「生活に役立つ物の製作」「食事への関心」「簡単な調理」「住まい方への関心」「物や金銭の使い方と買物」および「家庭生活の工夫」の八つの内容からなる。衣食住への関心をもたせ、日常着の着方や手入れ、手縫いでの簡単な物の製作、調和のとれた食事の取り方や簡単な調理などを履修する。また整理整頓(せいとん)、清掃の工夫による快適な住まい方、金銭の計画的な使い方、環境への配慮などを学ぶ。これらを第5・6学年に男女共修で学習する。

［伊藤冨美］

中学校

教科目としては技術・家庭科として扱われ、技術分野と家庭分野の二つに分かれる。

　技術分野の内容は「A・技術とものづくり」「B・情報とコンピュータ」の二つからなり、以下のように各6項目がある。

　「A・技術とものづくり」では、(1)技術が生活や産業に果たしている役割、(2)製作品の設計、(3)製作に使用する工具や機器の使用方法、(4)製作に使用する機器の仕組みおよび保守、(5)エネルギーの変換を利用した製作品の設計・製作、(6)作物の栽培
　「B・情報とコンピュータ」では、(1)生活や産業のなかで情報手段の果たしている役割、(2)コンピュータの基本的な構成と機能および操作、(3)コンピュータの利用、(4)情報通信ネットワーク、(5)コンピュータを利用したマルチメディアの活用、(6)プログラムと計測・制御
　家庭分野の内容は「A・生活の自立と衣食住」「B・家族と家庭生活」の二つからなり、以下のように各6項目がある。

　「A・生活の自立と衣食住」では、(1)中学生の栄養と食事、(2)食品の選択と日常食の調理の基礎、(3)衣服の選択と手入れ、(4)室内環境の整備と住まい方、(5)食生活の課題と調理の応用、(6)簡単な衣服の製作
　「B・家族と家庭生活」では、(1)自分の成長と家族や家庭生活とのかかわり、(2)幼児の発達と家族、(3)家庭と家族関係、(4)家庭生活と消費、(5)幼児の生活と幼児との触れ合い、(6)家庭生活と地域とのかかわり
である。

　これらの技術・家庭の2分野ではそれぞれ「A」「B」の内容の各(1)～(4)までは男女共通の必修、各(5)(6)については各分野ごとに4項目のうち1または2項目を選択履修することになっている。

［伊藤冨美］

高等学校

普通教育に関する科目として「家庭基礎」「家庭総合」および「生活技術」の3科目がある。いずれも人の一生を生涯発達の視点からとらえており、家族や家庭生活のあり方、乳幼児と高齢者の福祉、家族の健康のための衣生活、食生活、住生活の設計と管理、消費生活と環境が取り上げられている。「家庭基礎」は2単位であるが、「家庭総合」「生活技術」は各4単位で調理実習や被服製作などの実技が加わっている。この3科目のなかから1科目をすべての生徒が選択必修することになっている。また、専門教育に関する科目として「生活産業基礎」「課題研究」「家庭情報処理」「消費生活」「発達と保育」「児童文化」「家庭看護・福祉」「リビングデザイン」「服飾文化」「被服製作」「ファッションデザイン」「服飾手芸」「フードデザイン」「食文化」「調理」「栄養」「食品」「食品衛生」および「公衆衛生」の19科目が将来の職業資格を視野に入れて設けられている。このうち「生活産業基礎」および「課題研究」の2科目は原則履修科目である。実践的・体験的学習が重んじられ、ホームプロジェクトや学校家庭クラブの活動を重視している。学校家庭クラブとは、高等学校における家庭科の授業やホームプロジェクトで気づいた生活改善点を、地域の家庭生活の充実・向上に生かすために活動する組織。共同研究や奉仕活動などを通して社会人としてふさわしい能力や態度の育成を目ざす。活動による成果の発表を、学校内および都道府県、さらに全国の高等学校家庭クラブ連盟で行っている。なお、高等学校以上の後期中等教育および高等教育では、技術教科は専門科目として独立する。

［伊藤冨美］

歴史

家庭科の前身は第二次世界大戦前の女子教育の中核を占めていた家事・裁縫科であるが、戦後の教育改革において「家庭科」が誕生した。「家庭科」という名称は第二次世界大戦前の「青年学校令」改正時（1939）に一度、出現しているが、現在の家庭科とは基本的に異なっていた。新しい家庭科は1947年（昭和22）に男女共修の教科として初等教育から発足した。その精神は、「家族関係を中心に家庭内の仕事に対して男女が協力し、家庭建設の責任をもつこと」であり、従来の家事・裁縫の合科でもなく、技術教科でもなく、女子だけの教科でもないという三つの否定のうえにたつ原理によって進められてきた。しかし、当初の理念もしだいに揺らぎ、教科そのものが存廃の危機につねにさらされるようになった。また、学習指導要領の改訂のたびに内容が変わり、なかでも家族の領域は著しく後退し、独立した領域から姿を消した。

　一方、中学校家庭科の変貌(へんぼう)はめまぐるしく、1951年の改訂では職業・家庭科となり、ついで58年には、産業界の急激な技術革新を背景に、男子には生産技術、女子には生活技術を中心に学習させる、「男子向き」「女子向き」の2系列からなる技術・家庭科となった。その後、1977年の改訂では、「家庭系列」「技術系列」のあわせて17領域から7以上を選択する、いわゆる男女相互乗入れの形がとられるようになった。1989年（平成1）の改訂では情報化社会に対応するという名目で「情報基礎」が新設、また家庭の機能の変化に対応するため「家庭生活」が新設され、「木工加工」「電気」「食物」と新たに「家庭生活」の4領域が男女の必修領域になった。1998年の改訂では生活者の自立を図る観点から、生活者の視点にたって内容の総合化が図られ、技術分野と家庭分野の2分野に再編された。これにより「男子向き」の技術系列でもなく、「女子向き」の家庭系列でもない、男女ともに生活に必要な知識と技術を習得することになった。

　高等学校家庭科では、女子だけの教科としての「家庭一般」が必修科目に課せられていたが、1989年の学習指導要領の改訂でその見直しが図られ、「生活一般」「生活技術」を新設、3科目各4単位のなかから1科目を男女ともに選択必修するという履修形態になった。長い間、高等学校の家庭科は女子だけ必修という履修上の一貫性を欠く点からも家庭科教育を不安定にしていた。1970年代から、家庭は男女共同生活の場であり、男女ともに生活者としての自立が必要であるという観点から、家庭科の男女共修を実現する運動が進められてきた。また一方で「女子差別撤廃条約（女性差別撤廃条約、正称は「女子に対するあらゆる形態の差別の撤廃に関する条約」）」の批准や女性の社会的進出、また情報化社会の進展などによる社会変革があり、この点からも内容を見直さざるをえなかったのである。この時点で、履修上、小・中・高等学校と一貫して男女が家庭科を学ぶ道が開かれ、しばらくそれが続いた。1999年の改訂では「家庭一般」にかわって「家庭基礎」が2単位、「家庭総合」および「生活技術」が各4単位になり、このうちから1科目を男女とも選択必修するという形になった。

　また、職業教育課程における家庭科も情報化社会と少子高齢化社会に対応した教育内容の再編が必要になった。つまり、家庭の生活機能が産業化されていくなかで、生活関連産業のスペシャリストに将来必要となる専門教育の科目構成を見直し、調理師やホームヘルパーなどの資格試験の受験資格が得られるように、科目の新設や名称の変更が行われた。

［伊藤冨美］

課題

家庭科は、小学校では男女共修の教科として定着した。当初、中学校では生産技術を「男子向き」、生活技術を「女子向き」として男女別の履修形態を取りながら改訂のたびに男子にも「家庭系列」から、女子にも「技術系列」から選択履修する方向で歩み寄りが進められてきた。現行では「技術分野」および「家庭分野」から男女とも同一の必修内容が決められ、すべての生徒が等しく履修することになった。

　高等学校では、歴史的に女子必修の教科であった家庭科もようやく1989年の改訂で「家庭一般」「生活技術」「生活一般」の3科目のうち1科目を選択必修として男女ともに学ぶ教科の位置を占めるに至った。しかし現実は、高等学校の現場での施設・設備、また教員の不足などで3科目からの選択の余地もなく1科目だけの学校選択の開設で、ときには4単位が3単位あるいは2単位ですまされている。1999年の改訂で「家庭基礎」が2単位、「家庭総合」および「生活技術」が各4単位となり、このなかから1科目が選択必修となったが、選択どころか「家庭基礎」だけの開設にとどまっていることもある。加えて、完全学校週5日制の実施による授業時間数の短縮のしわ寄せを家庭科がこうむる可能性が高い。それほど脆弱(ぜいじゃく)な地盤のうえにたっており、せっかく4単位で定着しはじめた家庭科を後退させないことが望まれる。

　少子化、高齢化社会の到来と女性の社会進出によって、家庭の生活機能のあり方が変化しつつある。そうしたなかで人々が衣食住その他に関するサービスの提供を求めて生活産業の需要が高まっていけば、職業教育課程における家庭科には、それに応えられるだけの教育が準備されていなければならない。

［伊藤冨美］

『岩垂芳男・福田公子編『家政教育学』（『教職科学講座第24巻』1990・福村出版）』▽『中間美砂子著『家庭科教育原論』（1987・家政教育社）』▽『伊藤冨美・三好百々江編著『家庭科教育学』（1980・ミネルヴァ書房）』▽『日本家庭科教育学会編『小・中・高等学校で「家族・家庭生活」をどう教えるか』（1992・家政教育社）』

出典　小学館　日本大百科全書(ニッポニカ)日本大百科全書(ニッポニカ)について　情報 | 凡例

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