• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.1-17
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• 2011

We investigated youth's awareness of traditional clothing culture in order to promote it, and we developed and applied the Teaching-Learning process related to clothing life chapters. We analyzed 12 types of high school freshman textbooks under the revised $7^{th}$ national curriculum and selected 5 major subjects of learning 'traditional culture', 'History of Han-bok', 'colors of Han-bok', 'pattern & material of Han-bok', 'globalization of Han-bok' related to 'change of home life & culture' chapter. Also we developed 5-period Teaching-Learning Lesson Plan and 48-teaching materials(22 for students, 22 - for classes, 4 for teachers) and applied it to usual classes. The mean score of youth's awareness of traditional clothing culture in the post-test was significantly higher than in the pre-test. We concluded it was highly efficient in the youth's awareness of traditional clothing culture as right awareness about traditional clothing life culture, acceptance of foreign culture, positive attitude in traditional culture. Awareness about traditional clothing culture education was improved significantly, so we recognized importance of traditional culture education through it. We suggest that various themes on traditional culture should be developed and more reinforced. Also we need various traditional culture succession research as field of food life, house life and study Korea's cultural heritage.

• The Korean Publising Journal, Monthly
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• s.251
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• pp.18-19
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• 1999

설날을 맞는 사람들의 마음은 언제나 풍요롭고 설레였다. 비록 경제적 어려움이 커지고, 삶은 피곤하지만 다가오는 설을 기다리는 사람들의 마음은 예나 지금이나 같다. 그 한결같음은 바로 우리 옛 것으로부터 나온다. 돌멩이 하나로 하루가 즐거운 소박한 놀이, 세월이 지날수록 정겨워지는 생활용품들, 품위 있고 맛깔스런 우리의 생활 음식, 자연을 거스르지 않는 삶의 공간. 설날을 맞아 우리 전통을 생각해 본다. 주로 생활에서 문화사적 의미를 길어올린 내용의 책을 중심으로 소개한다.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.31-47
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• 2008

In this study the interpretive perspective means a point of view on educational curriculum in which in order to reach the understanding of the meaning of the behaviors and beliefs of human beings, and the historical and cultural products, the process of discussing on the basis of historical and cultural knowledge is very important. The developed curriculum means the one that consists of the goal of the curriculum, the contents of the curriculum, lesson plans, and the instruction-learning materials. This study has been carried out in four steps: conceptualization, development, application and evaluation. This study has tried to propose some changes in the contents of clothing life education on the basis of the interpretive perspective by firstly, assuming some core concepts that were related to clothing life education in Home Economics and secondly, organizing the contents of the clothing life culture area based upon historical and cultural materials. The results of the application of the developed curriculum came out positive. The strong points of the developed curriculum showed that for the students the curriculum was helpful in seeking answers to such questions as 'who I am' and 'what kind of being I am' through the perception of traditional culture and clothing life. In addition, the developed learning contents were recognized as new knowledge. It also showed that teaching contents with a focus on the interpretive perspective could play a role as reflection for the practice and for the arrival at the final perception. A weak point of the developed curriculum is that the Home Economics teachers themselves might find difficulty preparation for teaching this material because of their limited understanding and knowledge of the historical and cultural materials about clothing life.

• The Journal of the Korea Contents Association
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• v.8 no.12
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• pp.301-309
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• 2008

This paper explores whether there is significant difference or not in the empowerment of social workers, e.g. individual's business-oriented, business relationship, and compensation system, according to the organizational culture types of social welfare facilities such as community culture, development culture, hierarchical culture, and reasonableness culture. By means of survey, this research targeted the social workers of social welfare facilities. The culture types that social workers recognize are sorted into community culture, development culture, hierarchy culture, and reasonableness culture according to the division of Kimberly and Quinn (1984). This study shows that there is significant difference in individual’s business-oriented, business relationship, and compensation system according to the type of organization culture.

• 식품문화 한맛한얼
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• v.1 no.1
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• pp.58-61
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• 2008

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.33-50
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• 2010

This study was conducted as a preparation for the operation of 2007 revised curriculum and an effort towards professional development for Home Economics teachers in clothing life culture area. The aim of this study was to develop an teacher training program based on the clothing life culture in three kingdoms period, apply it to teacher training, and evaluate the program by analyzing the purpose of participation, trainee expectation and gratification, change of recognition level about Han culture, trainee satisfaction, and willingness to apply to teaching and attend further training program. The characteristic of the training program was that it consisted of both highly qualified lectures on professional contents and practices with school classroom level, and it dealt with the ancient korean clothing as its central subject. The purpose of the training program was to elevate the recognition of Han culture and increase the possibility of application in the classroom situation. It showed that the trainees participated with high intrinsic motivations, aiming to improve their professionalism in subject content and expecting various subject content. It also showed that the trainee gratification was very high in professional knowledge of clothing culture area, and the trainees were gratified in most evaluation items. As to the recognition level of korean culture, even before the training program, it was generally higher than average. After the program, it increased meaningfully. Through the training program, the trainees became feel prouder of Han culture and people and themselves as Home economics teachers. The contents of the program were considered very helpful for the improvement of professionalism and the design of instruction and learning activity. It was revealed that Home Economics teachers had very high expectations of the development of instruction-learning models which could enable them to experience new and interesting ideas, help enhance their professionalism, and be applied to their teaching. Therefore, continuous development and operation of the teacher training program relating to the life culture such as clothing, food, and housing life are needed.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.105-124
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• 2017

This study aimed at developing an educational program for South Korean adolescents on North Korean family living culture so that the students become familiar with the values and everyday lifestyles of North Korea. Understanding of North Korean culture is considered important as a foundation for social integration in prospect of future reunification. The contents of the program were developed based on the analysis of North Korean defectors' interviews and review of the literature and media reports on North Korean family culture. The program consists of 12 units of 40-minute sessions with the following topics: economy and consumption, leisure activities, family relationships, dating and spouse choices, fashion changes, clothing acquisition and care, food choices and local diets, dietary problems, housing, and neighborhood. The program was implemented between December 21 and 30, 2015 in a middle school located in Seoul. This program is expected to be useful in preparing the students as future leaders to create harmonious family living culture in the reunified Korea.

• KDI Journal of Economic Policy
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• v.13 no.3
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• pp.3-30
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• 1991

전통적(傳統的)인 좁은 경제학(經濟學)의 시각(視角)을 벗어나 여기서는 "러스킨"의 정치경제학(政治經濟學)과 "센"의 복지경제학(福祉經濟學)을 접목시킨 문화경제학(文化經濟學)의 정립(定立)을 시도하였다. 문화경제학(文化經濟學)은 인본주의(人本主義)에 입각하여 국민(國民)의 행복하고 건강한 삶을 뒷받침하는 것을 목적(目的)으로 과학(科學) 위에 서고 기술(技術)을 관리하며 일정한 수준의 도의문화(道義文化)를 필수요건으로 한 법(法)과 행위(行爲)의 시스템의 전개(展開)를 연구대상(硏究對象)으로 삼는다. 따라서 이러한 시각(視角)에서는 재화(財貨)의 소유(所有)보다 삶을 더 중요시 한다. 먼저 "러스킨"의 정치경제학(政治經濟學)과 "센"의 복지경제학(福祉經濟學)의 이론적 특징을 살펴본 후 삶의 질(質)을 향상시키는 데 있어서 법질서(法秩序)와 행위(行爲)와 수용능력(受容能力)과 도의문화(道義文化)의 중요성(重要性)을 부각시킨 후, 이러한 이론적(理論的) 시각(視角)을 우리나라의 대중교통생활(大衆交通生活)에 적용하여 구체적으로 대중교통망(大衆交通網)의 과학성(科學性), 교통질서(交通秩序)와 운전행위(運轉行爲), 그 사회적(社會的) 비용(費用)과 그 분담(分擔), 교통(交通)서비스의 수용능력(受容能力) 등 문화경제학적(文化經濟學的) 과제(課題)를 제기(提起)하였다. 이러한 예시적(例示的) 과제(課題)는 우리의 교통생활(交通生活)뿐만 아니라 정치(政治), 경제(經濟), 사회(社會), 언론(言論), 문화(文化) 등 모든 분야(分野)에 있어서 정도의 차이는 있으나 유사한 문제점(問題點)을 안고 있을 것으로 예상(豫想)된다. 여기서 대응방향(對應方向)으로서 제시된 경제사회질서(經濟社會秩序)의 확립(確立), 사회적(社會的) 보상체계(報償體系)의 합리화(合理化), 수용능력(受容能力)의 순화(淳化)와 배양(培養), 도의문화(道義文化)의 함양(涵養) 등은 결코 새로운 것은 아니지만 문화경제학(文化經濟學)의 시각이 도입되어야 이러한 대응(對應)이 경제학(經濟學)의 틀에 수용(收容)될 수 있으며 이러한 시각(視角)의 원용(援用)은 우리 경제(經濟)가 당면한 경제적(經濟的) 난제(難題)들을 근본적(根本的)으로 해결하는 데 새로운 접근(接近)의 모색을 가능케 할 것으로 생각된다.

• Proceedings of the Costume Culture Conference
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• 1998.09a
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• pp.64-65
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• 1998

• Proceedings of the Costume Culture Conference
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• 2004.04a
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• pp.40-43
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• 2004

연극은 인류와 함께 시작되어 인류의 생활과 밀접한 관계를 맺어왔으며 인류의 생활을 재현하거나 인류의 바람을 표현하는 과정에서 시간과 공간을 아우르는 종합예술로 성장하였다. 세계 희극 예술의 근간이 된 3대 주류로는 그리스의 비극과 희극, 인도의 범극, 중국의 희곡을 들 수 있는데 이는 세계 연극 형성에 큰 영향을 끼쳤다. ‘희곡(戱曲)’은 중국의 전통 연극을 일컫는 독특한 용어이다. (중략)