• 한국가정과교육학회지
• /
• 제27권1호
• /
• pp.31-50
• /
• 2015

본 연구의 목적은 2009 개정 가정교과서 '식생활 단원'을 중심으로 타 교과의 교과서와 중복되는 내용을 분석하는 데 있다. 가정교과서의 '식생활 단원'과 타 교과의 교과서 중복 내용 분석을 위하여 과학교과서 I II III, 도덕교과서 I II, 체육교과서, 보건교과서를 대상으로 분석을 실시하였다. 본 연구의 분석결과는 다음과 같다. 가정교과의 '식생활 단원'과 중복 내용이 많은 교과는 과학과 보건, 그 다음 체육, 도덕 교과 순이었다. 가정교과는 '청소년의 식생활 문제'와 '균형 잡힌 식생활', '녹색 식생활', '한국형 식생활'에 초점이 맞춰져 청소년들이 당면한 식생활 문제에 대한 이론적 기초와 함께 문제를 해결할 수 있는 방안까지 제시되어 있다. 과학교과서는 '영양소의 역할', '소화 흡수' 등에 관한 과학적 이론과 원리를 중심으로 구성되어 있으며, 체육과 보건교과는 '건강'에 초점을 맞추고 있었다. 도덕교과는 식생활 교육과 관련된 부분에서 '한국인의 정체성'과 '환경'을 중요시 하고 있었다. 가정교과는 식생활에 대한 전반적인 내용을 청소년기의 특성에 맞추어 다루고 있었지만, 타 교과에서는 특정 영역의 내용만 제시하거나 예시적 성격으로 다루고 있었다. 이에 중학교에서의 식생활 교육은 전반적인 내용을 다루고 있는 가정교과를 중심으로 각 교과와의 중복 내용을 고려하고, 개별적 특성을 반영하여 실시한다면 효과적인 교육이 될 것으로 사료된다.

• 한국가정과교육학회지
• /
• 제8권1호
• /
• pp.51-57
• /
• 1996

The purpose of this study were to examine the difference of the effect of CAI and students’attitude to Home Economics Class through CAI. 120 girl students of the first year were chosen at B middle school in Daegu. Among them each 30 students were classified into 4 groups； High Intelligence group/Individual learning pattern, High Intelligence group/Small group learning pattern, Low Intelligence group/Individual learning pattern, Low Intelligence group/Small group learning pattern. The task of learning was “management of washing”Unit of the second grade. The data were processed with Cronbach’s ${\alpha}$, t-test, ANOVA by SPSS/PC(sup)+. The research findings are as follows： 1. In the verification of CAI Learning effect according to student group pattern, there is no difference between Individual learning pattern and Small group learning pattern in Achivement and Retention of learning. 2. In the verification of CAI Learning effect according to student intelligence level, there is no difference between High Intelligence group and Low Intelligence group in Achivement and Retention of learning. 3. The result of students’attitude to Home Economics Class verificated is an follows. (1) Individual learning pattern is more attensive than Small group learning pattern, but there is no difference in Intelligence level. (2) Low Intelligence group is more positive than High Intelligence group, and Small group learning pattern is more positive than Individual learning pattern in a view of Home Economics Class after using CAI.

• 한국가정과교육학회지
• /
• 제8권2호
• /
• pp.65-79
• /
• 1996

This study proposes a model curriculum for Vocational Home Economics High School in the 7th Curriculum Revision. The model in the study is first drawn from the assumptions that reflect ever changing demands of industrial society for Home Economics education. Another perspective employed in the study is historical analysis that focuses on the evolution of the Vocational Home Economics Curricula from the 1st through the 6th revision. This study also employes comparative research tools for the national level comparison such as USA, Japan, Taiwan, and Korea. The proposed model curriculum in this study is concluded from those step-by-step studies as follows：1) Problem definition and design in current curriculum for Vocational Home Economics high school； 2) Needs and roles analysis of Vocational Home Economics high school for the future； and 3)Historical analysis of our curriculum revisions in the past and coparative analysis with other countries. Authors conducted this research project for 3 month period from June 15, 1996 to September 15, 1996. During this period, authors collected the data and information through those method as an extensive literature review, survey and interview, and curriculum specialist conference. The key and critical features of the proposed curriculum in the study are as follows：1) In the numbers of department, a proposed model curriculum offers 8 as opposed to 6 in the 6th revision, reflecting two additional departments of “Elderly Welfare”and “Cosmotology”. 2) In the statement of educational objectives, a model curriculum emphasizes a more concrete statement to each specific skills according to the changing societal needs. 3) In the numbers of total subject matters, there would be 40 in the new as opposed to 23 in the current curriculum. Among these changes, 17 would occurr in the newly introduced subject matters, while 11 would simply change the subject matter name. Among 40 subject matter, “Introduction to Computer” and “Home Economics in Vocational Education”would be required subject matter. 4) In the total numbers of required unit for graduation in three years, a model offers 86∼132 unit. A maximum unit for each subject matter would be 12.

• 한국식생활문화학회지
• /
• 제4권4호
• /
• pp.369-374
• /
• 1989

This study was designed to evaluate the sensory characteristics and consumer preference of dog meat foods as compared with beef ones. The sensory evaluation was conducted by a 10-member trained panel and 109 persons ranging in age from 23 to 59 participated in the consumer research. The results were summarized as follows: 1. The sensory characteristics. 1) In case of the meats boiled in water, it did not show any significant differences between dog and cow's meat in color as well as off-flavor. On the contrary, the other characteristics such as odor, tenderness, juiciness and oiliness of dog meat were evaluated stronger than those of beef. 2) when the meats were cooked as Tang (a kind of soup), the dog meat did not show any significant differences from beef not only in color and off-flavor but also in odor. 2. The consumer preference. 1) It appeared that consumers somewhat preferred beef Tang to dog meat Tang. However, they rated dog meat Tang as the 'neither liked nor disliked' food on an average. 2) Male consumers showed higher preference than female did for the dog meat tang. On the overall, dog meat foods are regarded to have some desirable sensory characteristics and can be acceptable to most people.

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

• 대한가정학회지
• /
• 제39권10호
• /
• pp.1-17
• /
• 2001

This study is to develop cooperative learning aids for Clothing and Textiles classes, and to develop methods and tools for performance assessment. We have surveyed 127 students with‘class evaluation’questionnaire after teaching 9 classes through developed materials. As a result, we found that students preferred to cooperative learning and they tended to do their best in their assigned role in the cooperative learning. Meanwhile, we also found that they understood the assignment of performance assessment well and they felt lack of time to handle given tasks. It shows that we need to be flexible when applying a teaching method in a way that teachers give student more options to choose their duty and time span. Although a few students create a problem and delay their duty as disturbing cooperation in a group we anticipate that the developed teaching aids and performance assessment will be a great help to improve Home Economics classes. In closing, we believe that we can be open-minded Home Economics educators that continue to work on improving classes through developing diverse teaching aids and performance assessment.

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

• 한국가정과교육학회지
• /
• 제17권1호
• /
• pp.55-68
• /
• 2005

본 연구는 제 7차 교육과정 기술$\cdot$가정 교과서 중 가정 부분의 '자원의 관리와 환경' 영역 내용과 다른 교과 내용을 분석하여 관련성을 파악하기 위하여 국어, 도덕, 사회, 수학, 과학, 기술, 체육, 음악, 미술 교과서를 분석하였다. 음악을 제외한 전 교과의 내용에서 '자원의 관리와 환경 영역의 내용과 유사한 내용이 발견되었다. 기술$\cdot$가정 교과서의 '자원의 관리와 환경' 영역과 사회교과의 3학년 내용과 많은 관련성을 보이고 있었다 가장 다른 교과와 관련성이 높은 '자원의 관리와 환경' 영역의 내용은 '자원의 활용과 환경' 중단원 중 환경 부분과 '우리들의 소비 생활' 중단원의 소비자 관련 내용으로 나타났다. 그리고 '청소년의 시간과 일 관리' 중단원의 내용이 다른 교과의 내용과 그 관련성이 가장 적게 나타났다. 각 교과마다 목표와 성격이 다르기 때문에 같은 주제라 할지라도, 다루고 있는 초점과 제시방법, 내용의 상세성 정도가 교과마다 차이를 보이 있었다.

• 대한가정학회지
• /
• 제46권1호
• /
• pp.25-37
• /
• 2008

The aim of this study was to provide basic materials that would enable students who take courses in the subjects of technology and home economics to take the knowledge and technological skills they learn in the classroom and apply them to real life situations and to nurture their thinking power and creativity. To achieve these research objectives, a survey was conducted on 217 home economics teachers at 129 schools in the metropolitan area in order to assess their classroom operations and the adequacy of the curriculum regarding "clothes-making and reuse." The results showed that most of the schools surveyed have only one classroom for home economics and that a majority of them are cooking rooms. The most preferred place to practice making clothes was found to be the classroom. In addition, the use of teaching aids pertaining to clothes-making are lacking or in poor shape. Furthermore, analysis of the curriculum regarding "clothes-making and reuse" showed that most of the students use kits that contain materials for making clothes, due to a lack of practice hours. Most teachers thought that this section was appropriate for the school curriculum. In the more detailed categories, the students' ability to use sewing machines was the lowest, while the ability to sew by hand was selected as the most useful and most appropriate for real life situations.

• 한국가정과교육학회지
• /
• 제16권1호
• /
• pp.31-45
• /
• 2004

본 연구는 학교 평생교육 관점에서의 가정생활 교육과 관련된 제반 양상을 다각적으로 분석하여 체계적 접근법을 통하여 모형화 시키고 이를 기초로 활성화 방안을 모색해 본 탐색적 연구이다. 관련문헌과 선행연구 고찰을 통하여 분석한 결과 변화하는 사회에서 평생교육과 가정생활교육의 요구는 지속적으로 증가될 것으로 나타났고, 학교는 학교가 가진 평생교육기관으로서의 제반 특성 때문에 평생교육의 구심체적 기능을 수행할 수 있는 것으로 나타났다. 또한 학교 평생 교육적 관점에서의 가정생활 교육은 교육 수요자의 교육요구 측면이나. 교과 이미지와 정체성 강화 및 전공자의 사회적 기여를 증진시키는 측면에서 필요하다고 나타났다. 마지막으로 학교 평생 교육적 관점에서의 가정생활 교육의 연구와 현장 실천을 위하여 탐색적 체계모형이 제안되었고. 이 모형에 근거한 활성화 방안이 모색되었다.