고등학교 기술･가정 교과서의 일-가정 양립에 관한내용 분석

Abstract

Through conducting quantitative and qualitative analyses on content of sex discrimination andwork-family balance for an open employment society in high school textbooks, this studyintended to derive tasks for improvement in curriculum reediting, textbook development･utilization to form a condition of work-family balance from a school education step. To achievethe research aims, related literature and data analyses were applied in addition to textbookcontent analysis. As for the textbook content analysis, 3 kinds of high school Technology･HomeEconomics textbooks having a higher share were selected and an analytic frame for textbookswas applied. Also, detailed analytic elements were embodied reflecting characteristics of theanalytic content. Analytic areas contained present conditions of sex-discrimination elementsuggestion and content for preparing work-family balance conditions. In the concrete, in-depthanalysis was done with analytic elements in four aspects to prepare conditions for work-familybalance. Main research findings are as follows. Firstly, as a result of analyzing expressions onsex-discrimination elements in high school Technology･Home Economics textbooks, in general, itshowed a quite higher ratio of a discrimination-oriented type(type 1) in terms of the openemployment. It may act on as a factor to reinforce a stereotype about discrimination elements forstudents regardless of an intention of an author, working on their recognition. Secondly, in highschool Technology･Home Economics textbooks, the number of presented work-family balancecontent was 33 in 3 kinds textbooks, on an average of 11 per book. By chapter, a majority ofsuggestions were shown from ‘Ⅱ. Family Living Culture’, and ‘Ⅰ.Family Life of Future’, ‘Ⅲ. Occupation & Career Design’ in order. There was no case suggested in ‘Ⅳ. Transportation technology’. As for analytic elements, related content was suggested for changes of gender role,measures and alternatives for supporting work-family balance, difficulties and foreign cases inwork-family balance in order. Suggestions of this study are as follows. Firstly, when developing curricular and textbooks,content of work-family balance is to be suggested in related units to maintain work-familybalance for individuals’ whole life. Secondly, teachers are required to respond to a change ofspecialty in addition to improvements on instructional･learning and evaluative methods forinstructing work-family balance content.