• 한국콘텐츠학회논문지
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• 제22권2호
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• pp.305-316
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• 2022

본 연구는 DACUM 기법을 사용하여 유치원 특수학급에 근무하는 유아특수교사의 직무를 분석하고자 하였다. 이를 위해 유치원 특수학급 교육경력이 풍부한 6명의 유아특수교사로 DACUM 위원회를 구성하고 총 6회기의 DACUM 워크샵을 거쳐 직무정의, 직무기술서, 직무명세서를 도출하였다. 그 결과 유치원 특수학급 교사의 직무명세서는 9개의 책무와 53개의 과업으로 구성되었고 직무 기술서는 80개의 지식, 98개의 기술, 22개의 태도로 구성되었다. 유치원 특수학급에 근무하는 유아특수교사는 가정연계지도, 건강과 안전관리, 초등학교 전이지도, 놀이주제에 따른 환경구성, 실내외 놀이 활동지도가 초·중등 특수교사와 차별화된 과업이었다. 지식의 경우는 장애인 등에 대한 특수교육법과 행동수정에 대한 지식이 우선순위를 차지하였고, 기술은 관찰과 기록, 부모면담 및 부모교육기술이, 태도는 전문가와 행정가로서의 태도가 우선순위를 차지하였다. 이러한 직무분석의 결과는 대학에서 직무역량이 높은 유아특수교사를 양성하기 위한 교육과정을 구성하는데 도움을 줄 수 있을 것이다.

• 한국가정과학회지
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• 제7권2호
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• pp.13-30
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• 2004

The purpose of this study was to investigate the status of teacher's perception about the nutrition education of elementary schooL The results of this study were as follows. Most of the teachers responded that nutrition education necessitate in curriculum of elementary school, the main reason for necessity of nutrition education was for proper growth, they thought starting period of nutrition education was to begin when children are in a kindergarten and a infant home. The perception for a suitable person to teach the nutrition education showed dietician, parents, class teacher and a related teacher in oder and the time of that is a related class, as a spare time at everyday, a special activity time, and service a meal in order. Importances of the contents of a nutrition education were proper eating habits, growth and nutrition, a food hygiene and a disease in order. Problems of elementary students' nutrition were a unbalanced eating, a ingestion a processing and instant food too much, lack of table manner, fatness and a weak child in order. The most of expected effects through the nutrition education were a good table habits and manners, the way of a efficient nutrition education were a need of link with parents, a need of link the dietician. a teacher's class and training in order. The average score of nutrition knowledge was 6.3$\sim$6.9 out of 10 and teachers of Gwangju scored more higher on nutrition knowledge than teachers of Jeonnam, as they arranged a dietician was so.

• 한국지역사회생활과학회지
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• 제18권2호
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• pp.335-348
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• 2007

This study aimed to investigate how the current elementary school teachers think about nutrition education, how they are teaching, and what kind of problems have occurred. And this study was made to provide basic materials to be used for the effective nutrition education in the elementary school. The survey was done on 60 elementary school teachers and 570 elementary school students of the 5th and 6th grade in Gyeonggi Province by questionnaire and analyzed for the perception of nutrition education, current status of nutrition education, nutrition knowledge and cooking knowledge. The average scores of nutrition knowledge were 2.72 for male and 3.75 for female students out of full score of 5. The fifth grade students learned more nutrition education than the sixth grade ones in accordance with the different curricula. Nutrition education was taught as apart of other subjects(87%) and mainly done by lectures. For most of the students, information source of the nutrition education was the meal service(47.4%) and the most common one was the Internet that 38.1 % of the teachers used. Most of the students responded that nutrition education was necessary in the curriculum of elementary school for proper growth(36.2%), intelligence(25.9%), health(21.5%), and dieting(16.4%). The perception for the suitable teacher was in the order of nutrition specialist and dietician. And the right time of the related class was in the order of spare time everyday, a special activity time, and the meal service time. The important contents of nutrition education were in the order of proper eating habits, growth & nutrition, food hygiene and diseases. Nutrition problems of the elementary students were in the order of unbalanced diet, too much ingestion of processed and instant foods, lack of table manners, and child fatness and weakness. 80.0% of the teachers supported the early nutrition education and demanded it should begin when children are in kindergarten. The analysis showed that nutrition education should be taught by parents(29.4%), teachers(29.2%), and nutritionists(25.9%) and that family and school should cooperate closely. Main responses of the teachers to the children's problems were that they had too much instant food, did not eat in a variety, and had no manners in eating. Ironically, they thought malnutrition, fainting and growth stunt were not important nutrition related problems.