• 대한공업교육학회지
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• 제30권1호
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• pp.68-83
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• 2005

The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

• 한국가정과교육학회지
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• 제10권1호
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• pp.41-57
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• 1998

The purpose of this study was to make a selection criteria for Home Economics textbooks in the middle school. For this purpose, first, the criteria were out by collecting, analyzing and synthesizing the literature. Second, questionnaire survey of the 6 selection criteria was performed. Questionnaire sent to Home Economics teachers of 401 middle school selected by systematic random sapling, 233 questionnaire were received and 220 questionnaire were analyzed for this study. As a statistical tool, SPSSWIN was used to analyze frequency, mean, standard deviation, and factor analysis. The research findings were as follows ; 1. Now for kinds of Home Economics textbooks are mainly used. At that time when textbooks were selected, these selections were made upon deliberation with the teachers in charge and in future this method will be desirable. Most home economics teachers realize that the selection criteria is needed to improve the objectivity of textbook selection. 2. As a result of making factor analysis, the selection criteria were revised that 52 items in 7 categories were chosen as textbook criteria plan. They consist of 5 items related to the outward form of textbook, 5 items related to the learning materials in textbook, 10 items related to the composition of textbook units, 11 items related to the guiding contents of textbook, 7 items related to the subject of experiment.practice, 9 items related to the composition of picture, photograph and diagram. and 7 items related to the use of instructional-learning method.

• 한국가정과교육학회지
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• 제25권3호
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• pp.61-77
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• 2013

본 연구의 목적은 교과서 평가기준에 반영된 교과 관점의 중요성을 탐색하고, 현재 실과(기술 가정) 교육과정에 제시된 관점과 교과서 평가기준과의 관련성과 더불어 향후 교과서 평가기준을 방향을 설정하는 것이었다. 따라서 본 연구의 내용은 실과(기술 가정) 교과서 평가기준을 분석하고, 교과서 평가기준에서의 교과 관점의 의미를 탐색하며, 2007 개정 교육과정 및 2011 개정 교육과정에 지속적으로 제시된 교과 관점을 도출하고, 교육과정과 교과서 평가기준에서 강조하고 있는 관점의 관련성을 분석하며, 마지막으로 향후 교과서 평가기준 개발 방향을 제시하는 것을 포함하고 있다. 교과서 평가기준은 교과서 개발을 위한 교과관점을 제공하고, 교과의 주요 개념과 가치를 전달하며, 교사교육의 방향을 제시해 줄 수 있다는 점에서 중요한 의미를 가진다. 본 연구에서 교육과정 분석을 통해 도출된 교과 관점들은 관리역량, 생활역량, 실천적 경험, 개인과 가족을 이해하기 위한 통합역량, 생활문제해결, 그리고 진로 및 생애설계이다. 향후 국가 수준의 교육과정에서 제시된 교과 관점들에 터하여 교과서 평가기준의 항목들을 개발할 필요가 있으며, 학습 자료 평가기준뿐만 아니라, 교수 학습 방법, 교사 활동 평가 등 다양한 평가 틀에 교과 관점들이 활용될 수 있을 것으로 기대한다.

• 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.

• 한국의류학회지
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• 제33권8호
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• pp.1203-1214
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• 2009

The theory of household arts and practical acts are two traditional mainstream topics of official South Korean secondary home economics education. The clothing and textile education within the Secondary School Home Economics Textbook (1948) is various and practical. The first year textbook discusses the symbolism and maintenance of uniforms that provides information on the characteristics of cotton. Clothing and textiles are covered in 26 pages out of the 76 page book. The second year textbook includes the theory of color and form, along with the characteristics of flax and silk. Clothing and textile education is covered in 33 pages out of the 97 second year textbook. The third year textbook deals with the characteristics of wool, manufactured fibers, cross weaving, removing stains, clothing arrangements, and equipment; 5 chapters (56 pages out of 137) are spent on clothing and textiles. The fourth year textbook introduces the history of clothing, laundry principles, dyeing, bedclothes, and bed accessories; 4 chapters (63 pages out of 125 pages) are spent on clothing and textiles. The Secondary School Home Economics Textbook (1948) is highly extensive and profound in depth. It is comparable with modern college or specialized high school level clothing and textile education in terms of clothing materials, clothing maintenance, color theories, and dyeing.

• 한국가정과교육학회지
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• 제17권1호
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• pp.55-68
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• 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.

• 한국가정과교육학회지
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• 제23권1호
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• pp.53-71
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• 2011

본 연구는 중학교 1학년 기술 가정 교과의 '청소년의 이해' 대단원에 속한 소단원별 하위 주제의 교과 내용에 대한 남녀 학생들의 흥미도와 유용성 인식을 파악하고 이들 간의 관계를 분석하는데 목적이 있다. 이를 위해 서울 및 경기, 인천에 거주하는 중학교 1학년 남녀 학생 521명을 대상으로 설문조사를 실시하였고 빈도분석, t-test, 일원분산분석, Pearson의 적률상관관계분석을 적용하여 자료를 분석하였다. '청소년의 이해' 대단원 내용에 대한 전반적인 흥미도와 유용성 인식 경향을 보면 가장 흥미도와 유용성 인식이 높은 소단원은 '청소년의 스트레스 관리'로 나타났다. 중학생의 '청소년의 이해' 대단원의 소단원별 하위내용에 대한 흥미도는 성별, 거주지역, 모의 연령, 부모 학력, 교과 선호도에 따라 차이가 나타났으며 유용성 인식은 성별, 거주지역, 모의 연령, 모의 학력, 교과 성적, 교과 선호도에 따라 차이가 나타났다. 소단원별 교과내용에 대한 흥미도와 유용성 인식과의 상관관계는 전반적으로 어느 소단원에 대해 흥미를 많이 가질 경우 그 해당 단원뿐만 아니라 해당 단원이 속해 있는 중단원 내의 다른 단원에 대하여도 유용성을 높게 인식하는 것으로 나타났다.

• 한국의류학회지
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• 제26권8호
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• pp.1274-1285
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• 2002

The purposes of this study are to help the authorized textbooks on home economics be selected and used effectively, to provide basic data that are needed to improve the quality of home economics textbooks, and to suggest a next curriculum on home economics. In the study, eight high school home economics textbooks for "6th Curriculum developed by Ministrv of Education and Human Resources Development"were used for the analysis. The results are summarized as follows: there were wide differences in degrees of diversity and accomplishment in the contents of textbooks. In comparison, it was unfolded that three areas, "family", "home resource management" and "consumer" ,occupied much larger portions than other areas. About 81 percent of the authors of home economics textbooks were professors. A contents analysis on the clothing area showed that every textbook includes costume culture, clothing materials, clothing maintenance, and clothing construction. The presentation coverages and relative difficulties of textbooks were, however, diverse. It is somewhat noticeable that, while fewer professors majoring in clothing construction participated in writing, generally more pages were allocated to clothing construction than other areas. While presentations on anthropometrics method, construction theory, draft theory, usage of sewing machine and fitting theory were insufficient most textbooks were dealing with drafting of basic slopers and sewing procedure, etc. Making-up techniques on the apparels items such as Korean traditional men's pants, pajamas, shirt vest skirt, pants, apron and Korean pouch were handled closely in each textbook.

• 한국의상디자인학회지
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• 제17권1호
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• pp.117-130
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• 2015

As environmental issues have become a worldwide concern after the 20th century, the idea and the term of 'green growth development' has become familiar to the public. After 2008, the green growth development dramatically became an important ideology in Korea; thus industries, studies and product investments in relation are in active progress. Following the trend, the latter major unit of the middle school textbook "Technology & Home Economics" was named the revision of elementary, middle and high school textbooks in 2009. The learning goal of 'green' or 'eco-friendly' of the revised edition of the textbook will guide the middle school students to have better understanding of the issues of clothing habits and the environment. Furthermore, students will be able to apply the 'green' concepts in their real life and put eco-friendly clothing habits into action. Thus, the practice of effective learning will depend on the quality of the current issue of the textbook. Therefore this study analyzes the eco-friendly contents of the semi-unit from 7 different textbooks and presents an example of textbook production to the preliminary teacher of home economics.

• 한국가정과교육학회지
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• 제1권1호
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• pp.63-85
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• 1989

The Change of environment related to human life, science, technology, economics and education level have much effect on home life. Therefore Home Economics Education have to get out of past trite concept that it is only a method to become good housewife and take the role to widen the human life and to grow creative power as a academic part of science. For these, Home Economics should become life education, life education of secondary school has to have relation to lifelong education. To achieve effective result from Home Economics Education, the object, system and methods of Home Economics Education, the object, system and methods of Home Economics Education have to be improved and teaching material has to be studied systematically. As an object of aboves and education planning in clothing is made for deep understanding the study of Home Economics Teaching Material. And to understand the real state, made some questions, had interview with 63-teaching in Kangweon province and show the results. 1) Tab 1~20 are the level of recognition about object, teaching content, time structure of secondary school. The object is recognized as cultural education and basic job education. 2) Tab 21~30 show the real state of textbook and study of it. To take effect from school lecture other teaching material except textbook is required. 3) Tab 31~40 are the result of sewing and handicraft practice. Sewing and handicraft needs much time and almost all time is used in practicing. 4) Tab 42~54 are the planning of textbook study for effective teaching, self-estimation and teaching material making is also considered. All above is collarless blouse’s planning. Base on above result, all objects of clothing life should be teached. For the development of Home Economics Education 1) Understanding and affection of teachers is required. 2) To solve indicated problem, national policy, education plan in school and education finance are fully supported. 3) More studies is required in Home Economics Education.