| This study was undertaken to obtain information about teachers' perspectives toward teaching home economics through literature. The four objectives of this study were to (a) develop a conceptual framework for using literature to teach home economics; (b) develop an instrument based on the conceptual framework; (c) identify Taiwanese junior high school home economics teachers' perspectives toward teaching home economics through literature; and (d) describe information about literature provided by teachers.;The conceptual framework proposed in this study was developed to assist students to interact rationally and morally with their environment via the integration of concepts presented in home economics and literature, efferent and aesthetic reading approaches, empirical and hermeneutic sciences, technical and interpretive rationalities, as well as vicarious experiences described in the literature and learners' actual experiences in daily living. The four elements of the conceptual framework surrounding the teacher and the students were identified in terms of the content of home economics, literature, interactive dialogue, and evaluation.;The instrument used in the study was developed based on the conceptual framework. It included 131 items regarding four elements of the conceptual framework. A mail survey was conducted in December, 1994. The responses of 217 home economics teachers in Taiwan were used for data analysis. Based on an analysis of the data, the instrument is considered to be reliable and provides an overview of the teachers' perspectives toward using literature to teach home economics. The main conclusions based on the empirical data were drawn as follows: The teachers agreed that the content of home economics in relation to family and individuals could be taught through literature. The content related to food and eating, handicrafts, or clothing and textile were rated as important, but there was less agreement that these could be taught via literature. Literature could be used to teach home economics if it is appropriately selected. As indicated by the teachers, the current works of Chinese writers that can be used in home economics tend to focus on (a) touching human minds by portraying human experiences with a humorous, gentle, relaxed, and lively writing style; (b) encouraging youth to strive for self-actualization; (c) purifying the human spirit; and (d) providing environmental information. The works of current writers the students preferred are humorous, comical, warm, and sweet, especially those that touch the minds of the adolescents. Short stories and essays, whether or not it is literary works or informational reports, were recognized as the types of literature that could be used as resources in home economics. |
