• 한국가정과교육학회지
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• 제35권2호
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• pp.91-110
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• 2023

이 연구는 중학교 가정과의 여행 교육 프로그램을 개발하고, 이를 실행한 후 중학생의 주관적 웰빙이 향상되었는지 살펴보는 것에 목적이 있다. 가정과 '너와 나의 행복 여행' 교육 프로그램을 ADDIE 설계 모형에 따라 개발하고 실행한 과정과 결과는 다음과 같다. 첫째, 중학교 가정과의 여행 교육 프로그램은 '너와 나의 행복 여행'이라는 제목으로 시간관리, 식생활, 주생활 내용 요소를 통합하여 설계하고 총 6차시의 교수·학습과정안과 교수학습자료를 개발하였다. 둘째, '너와 나의 행복 여행' 은 청주시 소재 B중학교 1학년 남녀학생 300명을 대상으로 6차시 실행하였고, 실행 결과 가정과의 여행 교육 프로그램이 중학생의 주관적 웰빙을 긍정적으로 변화시키는데 효과가 있음을 확인하였다. 특히 가정과의 여행 교육 프로그램은 청소년의 부정적 정서를 감소시키고 삶의 가치에 대한 인식을 긍정적으로 변화시켰다. 가정과의 여행 교육 프로그램에 대한 만족도는 4.03으로 매우 높았으며, 수업 내용 만족도, 수업 흥미도, 수업의 중요성 인식에서 70% 이상의 학생들이 긍정적으로 평가하였다. 본 연구는 가정과에서 여행교육 프로그램을 개발하고 실행하여 효과를 검정한 첫 시도라는 점에서 의의가 있으며, 가정교육 분야에서 여행 및 여가 교육의 확장 및 활성화를 제안하였다.

• 대한가정학회지
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• 제41권10호
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• pp.57-73
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• 2003

The purpose of this study is to investigate the relationship between home economics teachers' characteristics and middle school students' affective morality through Home Economics Instruction. The affective morality of middle school students after taking home economics classes were assessed and investigated as to what sorts of affective morality there were and to find out what level they were. further, what factors affected the affective morality of middle school students considering the variable factors of home economics teachers. 800 first year male and female students of 17 middle schools located in Cheonju and Cheongwon were selected through non-random or accessible sampling. The frequency, precent, mean and standard deviation, correlation, t-test, and one-way ANOVA, and multiple regression of these data were obtained by using the SPSS 10.0 for Windows Program. The result of this study were as follows: First, basic etiquette was the most important rated the highest among the affective morality, nature preservation turned out the lowest in each questionnaire. Learned in home economics, it was considered the highest goal; Second, in terms of character and affective morality of middle school students, male students ranked higher than female students and the students with a better academic performance record, and those who engaged in club activities showed better results in affective morality as did students with religious beliefs and students with better educated parents and also students from homes with better financial situations. Third, in terms of students' perception of home economics teachers with a good nature turned out the highest, teaching ability and career awareness and also reflected at the same level. Fourth, students' perception of home economics teachers' characteristics and their affective morality are honed out correlated with each other. The correlation of home economics teachers' career awareness and compassion${\cdot}$devotion${\cdot}$service morality proved to be the highest. Fifth, the affective morality of those students who do community service, club activities and those who are interested in home economics and who respect home economics teachers tended to be high.

• 한국가정과교육학회지
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• 제23권1호
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• pp.73-86
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• 2011

본 연구는 가정교과에서 다문화교육의 목표 및 내용 요소를 선정하고, 이를 통해 고등학교 기술 가정 교과서(가정 영역)에 반영된 다문화 내용의 분석 결과를 토대로 향후 교과서 개선 방안을 제시하는데 목적이 있다. 연구 결과 가정교과에서의 다문화교육의 목표를 '비판적 사고를 통한 다문화적 역량을 함양하여 새로운 문화 창조'로 설정하였다. 6종 기술 가정 교과서(가정 영역)의 다문화적 내용 요소를 분석한 결과 '지식 영역'에 압도적으로 많은 분포를 보이고 있었고, '기능 영역' 중 '대인 및 집단 가능' 부분이 매우 높은 비율을 차지하고 있었으며, '가치 영역'은 하위 요소별 그 분포가 비교적 고르게 나타났다. 대부분의 교과서는 우려나라 전통 문화 및 세계 여러 문화의 특정, 다문화 사회에 필요한 가치를 다루고는 있으나, 다른 문화와의 의사소통 방법 및 다양한 문화와 공존할 수 있도록 히는 내용은 부족하였다. 향후 교과서 개발 시 평등한 관점에서 다양한 문화를 이해하고 존중할 수 있게 하며, 사회 속에서 구체적으로 우리와 다문화 구성원들이 더불어 사는 방법, 환경, 가치관, 이념 및 태도 등을 비판적으로 사고하게 하는 내용을 포함할 필요가 있다. 이제 가정과교육은 다문화 사회에 살고 있는 학생들이 다양한 문화차이를 이해하는 수준을 뛰어넘어 비판적인 사고를 통해 바람직한 문화를 창조할 수 있도록 도와야 한다.

• 대한가정학회지
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• 제45권4호
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• pp.1-16
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• 2007

The purpose of this study was to explore the identity of home economics(HE) education by assessing perceptions of HE teacher, students, and general adults regarding the images and characteristics of HE education. Respondents in this study were 234 HE teachers, 505 students, and 264 general adults. Questionnaires were collected through both online and offline. The image and the characteristics of HE education were the factors of the identity that were also the byproducts of HE education operation of the past and present, and had the characteristics in changing in accordance with the change of time. The current image of HE education was shown to positive recognition as the curriculum helpful to the actual living and future living for the HE teacher, students, and the general adults. For the HE teacher, it had strong emotionally warm image similar to the image of 'home', and it was connected to the curriculum image to be acknowledged as good problem solving teachers in terms of competence and conservative image. However, on the images of the HE curriculum and HE teacher, the HE teachers had the most positive recognition, and on the image of the HE curriculum, the students had the most negative recognition while the image of the HE teacher, the general adults had the most negative recognition. The general adults among the three groups recognized the HE curriculum as the most technical oriented curriculum while the students recognized as interesting curriculum, curriculum contributing on society. In the meantime, for the characteristic of the HE education, the HE teachers recognized that it had weak female curriculum characteristics and strong living functional curriculum characteristics, and the practical curriculum characteristics would be important in the future. Accordingly, the identity of the HE education formulated might be considered as the practical curriculum that was helpful to problem solving in actual living of the family and family members with the connection to the concept of 'home'. However, depending on the definition on implication of practice and issue of actual living, the characteristics and appearance of the HE education had been changed and might interpret as changing according to the above.for the fertility policy and the methods for the estimation of the child cost were suggested based on the results.

• 한국가정과교육학회지
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• 제13권1호
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• pp.25-37
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• 2001

This study is based on education reforms related to strengthening information education in curriculums. This study develops and presents ' General Economics'Model Utilizing ICT(Information Communication & Technology) in Home Economics'which could be used as a concrete guidance and direction in teaching and learning Economics education in schools. To do so, this study reviews the necessity of adopting ICT in Home Economics instructional activities and it also reviews and analyzes previous studies of how ICT contribute to instructional activities. Such analysis was used as a theoretical basis for the Instructional Model. The Tool of ICT is a useful instructional strategy because it allows the learners'self-lead learning and Performance Assessment. Therefore the 'General Instructional Model Utilizing ICT'interprets the role of ICT tools to adequate class activities in each step of instruction which includes the conventional steps of introduction. development review and evaluation. It also develops and presents Lesson Plan that can be adopted in school education and thereby shows the possibility of practical application of the theory. This study has limits in that the Instructional Model and Lesson Plan are theoretical in nature. Therefore, in future studies it is desirable to critically review the Instructional Model an Lesson Plan and prove their applicability in real classes and the real learning effects.

• International Journal of Human Ecology
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• 제15권1호
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• pp.23-37
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• 2014

This study critically appraised the accumulated articles based on the critical science perspective on Korea's home economics education. The 55 articles published from 1993 to 2011 were identified and placed into three categories: Critical science paradigm, practical problem-focused curriculum, and systems of action. The common result across categories was that some authors did not fully understand the concepts of practice, a practical problem-focused curriculum, the practical reasoning process, and the systems of action. A positive outcome of including a critical science perspective in the Korean national curriculum will be seen when systems supporting this perspective, such as those providing more specific information on a critical science perspective and the relevant textbook accreditation standards, are available. We present a proposal based on considerations of a national curriculum, teacher education, relevant philosophical perspectives, and classroom practice.

• 한국가정과교육학회지
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• 제10권1호
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• pp.107-122
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• 1998

The purpose of this study was to compare and analyze subject matters opened on Dept of Home Economics Education in Korea and U.S.A. For this study, 17 undergraduate catalog and college course guidelines of Korea and the 15 undergraduate catalog and course guidelines of U.S.A. were collected. Collected materials were compared and analyzed. For this comparision and analysis, classified the subject matters as three steps based on these data. Collected data were analyzed by arithmetic mean, percentage, frequency. The conclusions are as followings ; 1. The number of the Home Economics Education relative subject matters opened in Korea is 10% below, and U.S.A.'s is 20~30%. The ratio of U.S.A. is higher than that of Korea. 2. The domain of clothes & textiles and foods and nutrition is 50% in Korea, So, There is unbalance in Korea. 3. U.S.A. oftened various names of subject matters by characteristics more than in Korea.

• 한국의상디자인학회지
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• 제16권4호
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• pp.137-156
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• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• 한국가정과교육학회지
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• 제16권2호
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• pp.13-26
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• 2004

이 연구는 가정과교육에서 인성교육을 체계화시켜 강화할 수 있는 방안을 마련하기 위하여, 제7차 기술ㆍ가정교육과정의 가정과교육 영역에서 “인성교육의 목표와 내용”을 분석, 제시하되, 가정과 수업상황에서 효율적으로 활용할 수 있는 교수ㆍ학습 활동을 함께 개발하여 제시하고자 하였다. 그 결과, 제7차 기술ㆍ가정 교육과정의 가정과교육 영역의 모든 영역에서 인성교육이 구현될 수 있는 결과가 도출되었다. 특히 가정과교육에서는, 첫째, 평등 및 인권존중의 가치와 관련한, 평등 가족 형성을 위한 인성교육, 둘째, 환경보호와 관련한 다양한 가치를 인식하고 실천할 수 있는 인성교육, 셋째, 길리건(Gilligan)등의 주장하는 보살핌의 윤리에 관련된 덕목들-즉, 자선, 자비, 용서, 우애, 사랑, 희생, 양보, 대화, 타협 등의 가치들에 대한 인성교육을 실천할 수 있는 것으로 나타났다. 특히 이러한 보살핌의 가치들은 과거 전통적인 가정과 교육에서 비판되어 온 가족 이기주의적 보살핌의 가치를 벗어나 타인과 이웃, 공동체에 대한 보살핌의 윤리로 확대되고 있다. 한편, 다른 교과와는 차별적으로 가정과교육에서 수행되는 인성교육은, 이상에서 논의한 다양한 가치들을 가족원들과의 일상적인 매일의 생활에서 펼쳐지는 다양한 실제적인 역할 수행관계를 통하여 습득시킴으로써, 단순한 앎의 지식이나 감정으로서 머무는 것이 아닌 경험을 통한 실천적 행위로 발전시킬 수 있는 특성을 가진다. 이러한 특성은 도덕적 행위의 목표도달에 가정과교육이 매우 유효한 역할을 할 수 있는 교과임을 입증해 주는 결과이다. 이 연구의 결과는 학교교육에서 가정과교육이 타 교과와는 구별된 목표와 내용, 방법을 통해 인성교육을 효과적으로 수행할 수 있는 교과임을 입증해 주고 있는데, 이는 가정과교육이 학교교육에서 필수교과로서 자리매김 되는 중요한 당위성을 제공해준다. 추후연구는 가정과 교육 영역에서 수행될 수 있는 특성 있고 실천적인 인성함양프로그램(교수-학습 활동안)이 개발되어야 하고, 이러한 프로그램에 대한 실증적 자료가 축적되는 경험적 연구가 수행되어야 할 것이다.

• 한국생활과학회지
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• 제20권1호
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• pp.273-284
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• 2011

The purpose of this study was to investigate the understanding of a multicultural education curriculum(educational goals, contents, methodology, subjects, problems, and revitalization) by college students and its process, to provide base materials to be used in revitalizing an efficient multicultural education. The subjects were 750 college students located in Jeonbuk province. In this statistical analysis, SPSS 12.0 program was used to conduct frequency analysis, credibility analysis, $X^2$ test, t-test, one-way ANOVA, and Duncan' multiple comparison. For the educational goals of multicultural education, most people responded it was "to positively experience cultural diversity and commonality." As for methodology, the paper found that there were two elements, namely, consolidation form and specific form; there were no differences between responses given by different genders, but differences were observed among different grade levels and majors. Looking at the content of multicultural education, emphasis was given to the equality of different cultures. Multicultural education was taught most frequently in Home Economics Education. In conclusion, by focusing on university students, the paper looked at the awareness of multicultural the necessity of multicultural education, and the awareness of the multicultural education process. Above all, in terms of home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education.