• Korean Journal of Human Ecology
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• v.10 no.1
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• pp.1-13
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• 2001

본 연구는 가정과 교사교육자(전국 국 사립 대학의 가정교육과에 재직하고 있는 교수)들의 교육과정 관점을 조사함으로써 실천적 비판 중심 가정과 교육과정 개발을 위한 기초자료와 교사교육자들을 위한 세미나 프로그램 개발을 위한 유용한 자료를 제공하고자 한다. 본 연구의 결과는 다음과 같다. (1) 가정과 교사교육자들은 하나의 두드러진 교육과정 관점을 선호하지는 않았지만 인지과정중심 교육과정에 가장 높은 선호도를 보였다. (2) 석사과정에서 가정학 세부영역을 전공한 교사교육자는 가정교육학을 전공한 교사교육자보다 학문중심 교육과정과 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (3) 박사과정에서 가정교육학을 전공한 교사교육자는 가정학 세부영역을 전공한 교사교육자보다 개인중심교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다. (4) 가정교육학 관련 교과목을 가르치는 교사교육자는 가정학 세부영역 관련 교과목을 가르치는 교사교육자보다 기술중심 교육과정을 가정과 교육을 위한 적절한 관점으로 인식하였다.

• Proceedings of the KHEEA Conference
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• 2002.08a
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• pp.5-19
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• 2002

재한국, 1995년제일차출대국가제정적가정과교육과정. 지후, 한국적가정과교육과정경마료7차적수정여개혁과정. 재차과정중, 가정과정불단지추극출신, 기과목명칭재변화, 필수자선 등 선과성질야재변화, 과치함축, 여기술과정합. 이차, 가정과변위남녀생공수적과목, 저취순응료사회발전적수요. 종한국적교육과정래간, 1년급도10년급시국민공용기본교육계단, 11년급도12년급시자선교육계단. 거차, 가정과교육과정적접배위여하 : 소학(5~6학년)위실과, 중학화고중(7~10학년)위"기술.가정", 고중(11~12학년)위"가전과학". 장종2003년개시실시적가정과과시안배위여하 : 소학각2과시, 7~12학년시각2.3.3.3과시, 11~12학년위6개등차. 최근, 청소년문제, 교육환경, 상시인성, 가정파양, 소비과잉, 학대아동, 등사회문제도근가정생활유착밀절적연계, 인차, 재반지교육중, 가정교육응수중시. 단시, 실제상병불시여차. 작위교육주체적교사화부모도몰유인식도저개실정. 인차, 가정학자여교사유심요주근지거연구가정교육. 우기시, 유필요근중국, 일본, 등저사아주국가호상교류화합작적과정중거탐색가정교육적안정발전. 하면파미래가정학육발전적방향건의여하 : 1) "가정" 과시이가정과위연구대상적가정학적독립적연구요영역. 가정경적연구감상시 "가정", 타이가정생활질량적제고위기연구목적. 인차, 재가정교육중, 과목적명칭명명위 "기술. 가정", "가정일반". "가사" 시부합리적. 이응위 "가정" 2) 가정교육웅사중시성각색적변환, 직업적인직변고적각도출발, 사소학도고중분개위필수화선수과, 유남녀생공수. 3) 가정과과시재축점축단. 도시유우교육과정적축단이인기적피면불료적현상. 단시고 여가정과시실천, 실험성과목응보장기최저적과시, 최기마필수유지현재적과시. 4) 향래, 한국적가정교육과정기이가정과위기본철학배경화리념, 우급시파국가교육과정적배경화이념, 가정학적발전동태반영재교육과정중, 즉강조즘요교. 단시, 경력료반복적변혁지후, 최근, 각중시즘양거배양학생적십 요 양적능력여가치. 인차, 가정교육파교육목라방재즘루거제고가정생활적질량, 즘루거호조화가정생활화직업생활, 즘양거개발합리지해결화실천가정생활적가치관. 5) 최근, 가정교육파교육방향화목라방재거배양학생작위독립적개인, 작위가족적성원, 작위사회성원래주인생도로적능력. 인차, 가정교육이인적생활위중심. 우거섭급학생재성장과정중소우도적문제,재거포괄재가정화사회생활중소우도적문제. 즉거배양해결가정생활중소우도적소유적 문종적종합능력. 6) 가정과재교학방법화교학평개상, 응채용실험, 실습, 관찰 등방식, 응반체험성, 실천성경험. 위차, 응필편기험적실험, 실습설비. 7) 확정교육과정편제적치후, 응제고일반교육학자적참여율, 가정교육학자응적극참여 제정교청정책적유관교육적각종위원회. 재제정정책적과정중각진소능, 적극제출건고성적의황. 8) 한, 중, 일 삼국권원층립가정교육과정도작사, 위삼국교육과정적량호발전주공헌.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.193-206
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• 2006

The national level curriculum revision is underway in Korea. A proposed model of family and consumer sciences curriculum was proposed for a public hearing, which was held in December 15, 2005. In the model curriculum, practical problem focused curriculum development approach is partially adopted. However, there is lack of understanding for the practical problem focused curriculum, therefore correct understanding of it is needed. This study tried to promote understanding of the nature of perennial practical problem that FCS deals with and of a conceptual framework of practical problem focused curriculum development. Seven competing topics related with practical problem focused curriculum are discussed for resolving misunderstandings and prejudice on it. From the discussion, it is concluded that practical problem focused curriculum is meeting the needs of students' present and future individual and family life.

• Journal of Korean Home Economics Education Association
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• v.27 no.2
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• pp.1-33
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• 2015

This study examined the curriculum deliberation in the home economics historical literature of United State. Out of 13 literature, 9 were carried by academic federation or association and 4 were carried by individual authors. Starting from Catharine Beacher's Treatise on Domestic Economy to NASAFACS's National Standards for Family and Consumer Standards, the background of each document was introduced, curriculum contents organization was examined, and its implication was discussed. The results showed that home economics curriculum has been suggested being organised around key concepts in typical home economics areas throughout the history until the practical problem-focused curriculum organization based on critical science suggested by Majorie M. Brown in 1978. Regardless of the patterns of organization of curriculum contents, home economics pursue the common mission and aims of home economics. Another finding was that curriculum deliberation on the integration of curriculum contents was sought throughout the history.

• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.61-79
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• 2023

This study was approached as a method of reflective observation to build practical knowledge about home economics by reevaluating the experience of participating in the national development of the 2022 revised home economics curriculum through self-questioning, review, and reflection. The results are as follows: First, "all learners will still live in an unpredictable future society and choose the best actions to better themselves, their surroundings, and the world." Second, the value of home and education in the overall curriculum structure is "home economics education are life lessons that help future generations develop the competence necessary to lead a better life." Third, "in order to ensure the sustainability of all humanity and the world in the future society, the area of intentional learning that helps young people choose and lead better lives should be the core, and home economics education should focus on 'Good life Literacy'.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.1-19
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• 2016

The purpose of this study was to design curriculum content structure integrating three systems of actions for 2009 revised current home economics curriculum. For the development of content structure and content elements, a development team of two home economics scholars, a cooperating team of three home economics teachers, and an expert team of 15 home economics teachers and professors were organized. Phase 1 of curriculum development was developed by integrating three systems of actions with traditional home economics content areas of clothing, food, housing, consumption, and family by the development team. It is examined by the cooperating team and in phase 2 is recommended to build matrix of units of the current curriculum and the three systems of actions. The final phase of curriculum development illustrated a content structure integrating the sub-units of 2009 revised current curriculum and the three systems of action following the expert group's professional opinion.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.109-130
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• 2011

The purpose of this study was to examine the elements of green life education reflected in the Korean and Japanese secondary school Home Economics curricula. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has more reinforced in recent revised Home Economics Curricula of both countries. Thus the 2007 revised secondary school Home Economics Curriculum of Korea and 2008 revised middle school and 2009 revised high school Home Economics Curriculum of Japan were analyzed. The content analyses were done to examine the elements of green life education reflected in 'Characteristics and Objectives', 'Contents', and 'Teaching learning/Contents dealing Strategies' parts of the curriculum through two checking steps. The elements of green life education were included in all parts of the Home Economics Curricula of both countries except the 'Characteristics and Objectives' part of Japanese Curriculum. In both the Korean and Japanese Curricula, the element of green life was the most frequently and concretely reflected in the 'Contents' part, contrary to the 'Characteristics and Objectives' part where the element was the most rarely and abstractly reflected. The practical aspects of the green life education were more emphasized than the theoretical ones in both countries' curricula. The green life educational elements need to be included in all parts of Home Economics curriculum with concrete manner to ensure these elements to be reflected in Home Economics textbooks and to be actively implemented in classroom.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.111-127
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• 2018

The purpose of this study was to analysis the home economics education curriculum from the first national curriculum to the 2015 revised curriculum using text mining techniques used in big data analysis. The subjects of the analysis were 10 curriculum texts from the first national curriculum to the 2015 revised curriculum via the National Curriculum Information Center. The major findings of this study were as follows; First, the number of data from the 4th curriculum to the 2015 revised curriculum gradually increased. Second, as a result of extracting core concept of the curriculum, there were core concept words that were changed and maintained according to the curriculum. 'Life' and 'home' were core concepts that persisted regardless of changes in the curriculum, after the 2007 revised curriculum, 'problem', 'ability', 'solution' and 'practice' were emphasized. Third, through core concept network analysis for each curriculum, the relationship between core concepts is represented by nodes and lines in each home economics curriculum. As a result, it was confirmed that the core concepts emphasized by the times are strongly connected with 'life' and 'home'. Based on these results, this study is meaningful in that it provides basic data to form the identity and the existing direction of home economics education.

• Journal of Korean Home Economics Education Association
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• v.4 no.1
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• pp.97-99
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• 1992

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.19-42
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• 2020

The purposes of this study were to analyze the home economics(hereafter HE) curriculum in Victoria State, Australia, and to derive the implications for the HE curriculum in Korea. To accomplish the purposes, the contents of the curriculum were analyzed through the relevant web pages, and the actual conditions of the HE curriculum implementation were identified through e-mail and interviews with HE teachers and administrator. The results of this study were as follows. First, the HE curriculum for F-10 was one of the cross-curriculum resources based on the content descriptions and achievement standards of 'Design and Technologies' and 'Health and Physical Education' curriculum. Because the HE curriculum is competency-based curriculum and did not stipulate what was to be taught then, HE teachers had lots of autonomy in organizing and operating the curriculum, which led to the need for professionalism. Second, VCE subjects, both 'Food Studies' and 'Health and Human Development', which are HE elective curriculum for 11th and 12th graders, require students to take written tests produced by the VCAA. Because there are no specific details to be taught in the curriculum, the HE teacher had the need to devise and operate various classes to foster problem-solving skills, critical thinking skills, etc. Third, HE teachers had the discretion to create all the subject names, contents to deal with, and evaluations to prepare for the school curriculum, and thus were exerting their professionalism. This was due to the fact that the system was well equipped and VCE subjects were audited, even though teachers' performances were related to their individual competencies.