• 교육철학
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• 제41호
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• pp.473-496
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• 2010

The education will boil from daily life and as doing desirably, Nammyung emphasized. This fact all people importantly from education, to think. But recognizes this problem the center of life and study of oneself and the case which indicates writes. Nammyung led and recognized the importance of daily life from education. The life of the human being becomes more distant from daily life and when being absorbed in being external makes a valuable territory lose from life. When with the same interest of education becomes more distant from daily life of life, the education makes the meaning lose. When meaning the education is embodied from if human life, must have an educational interest in daily life. And works from the daily life which is repeated, meeting, association, dialogue and relationship, introspection etc. must become the interest territory of education, the education must devise is value from daily life the possibility of experiencing in order to be. Because the work which is ordinary, meeting from ordinary, with human relation and association dialogs, reflective etc. to compose a life. When the education excepts a daily life consequently, will not be able to give the value which is important in life. When saying conclusively, the education must escape from the fact that considers seriously a knowledge acquisition and a compensation. And the education must do to make a value the people experience rather from daily life. The resultant education will be able to accomplish the essential function of the education which loses, daily life will be valuable and there is a possibility which to make feel will do. With being like that, education could be reconciled with the people.

• 한국식품조리과학회지
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• 제28권2호
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• pp.183-193
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• 2012

In this study, data was collected on the dietary life education at elementary schools according to the Food Education Support Act using elementary school teachers as subjects. A survey was conducted on 258 elementary school teachers at seven elementary schools located in Seoul, Gyeonggi, and Daegu, Korea from April 14-17, 2010. Most teachers reported that dietary life education was very much needed. The appropriate individuals to teach dietary life education were nutrition teachers, charge teachers, and dietary life education tutors, in that order. The most appropriate time to conduct dietary life education was during dietary life-related subject hours, dietary life education hours, food service hours, and discretionary and extracurricular activities, in that order. The most effective materials and methods used for dietary life education were projection materials and dietary life-related special lectures. Efficient dietary life education methods can be used to develop dietary life education programs. Based on these results, elementary school teachers recognize that dietary life education is very much needed and believe that it would be desirable to conduct dietary life education using nutrition teachers in cooperation with other related teachers.

• 한국식품영양학회지
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• 제24권3호
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• pp.295-305
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• 2011

The goal of this study was to provide basic data for the future development of dietary life education in elementary schools by understanding the current conditions of the program after the execution of the Dietary Life Education Support Act. We conducted a survey to understand dietary teachers' recognition of dietary life education in elementary schools. We found that teachers' recognition was low and that dietary life education in elementary schools is still carried out indirectly by focusing on nutrition knowledge. Dietary life education is carried out during lunch time and dietary life-related class hours. However teachers of lower class levels did not have any practical subject related to dietary life and responded that a lack of time devoted to dietary life education was the biggest problem with the program. Most teachers responded that dietary life education in elementary schools is necessary for the formation of students' sound dietary habits, and that the development of a system of teachers directly responsible for dietary life education is necessary. In the past, dietary life education has typically been carried out at home, but now schools are required to play a role because of family nuclearization and the increase in working couples. Therefore, to revitalize dietary life education programs in elementary schools according to the Dietary Life Education Support Act, we suggest more systematic and segmentalized studies.

• 동아시아식생활학회지
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• 제27권3호
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• pp.268-279
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• 2017

The purpose of this study was to analyze the effects of dietary life application according to preferred dietary life education type on quality of life of participants in dietary life education programs and to provide basic data necessary to enhance dietary life education. The results of the analyses conducted to classify the types of preferred dietary life education and types of dietary life application and to verify the validity and reliability of the factors are as follows. In terms of the types of preferred dietary life education, health-oriented type, knowledge-oriented type, and experience-oriented type were derived. In terms of types of dietary life application, proactive application and emotional application were derived. Knowledge-oriented type and experience-oriented type were found to affect proactive application and emotional application in terms of real-life application, and proactive application and emotional application were found to affect quality of life. Therefore, in order to enhance the dietary life education for adults in general, it is necessary to improve accessibility by initiating and promoting various programs along with continuous support from central and local governments. Moreover, in order to increase the real-life application and utilization of such programs, the importance of practical and theoretical education must be recognized, and efforts should be made in training specialized instructors.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.150-171
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• 1999

This study is aimed to systematize the contents of environmental education in the home education and to develop the environmental education. For this, this study firstly examined the characteristics and goals of home education and its relation to environmental education. Secondly, in the paradigm of environmental education this study analyzed the goals and contents of environmental education in the domain of home education which is included in the practicum subject of the 7th curriculum. Thirdly, this study examined the effective teaching and learning methods for home education and the considerations in organization of textbook contents which reflect these teaching and learning methods. Finally, this study suggested an example of textbooks which reflect all these considerations. It has been found out that: (1) the home education is based on the recognition of environmental problems related to home life, (2) the home education explains the environmental problems, and (3) the home education has its goals of acquring active attitudes and skills to solve these problems. In the teaching contents, the home education was analyzed to have the following concerning environmental education: the utilization of resources for food, clothes, and housing and home life, that is, the domain of ‘environmental sanitation’ related to food ingestion and sanitary life, the domain of ‘sound consumption life’ related to the utilization of resources and their consumption, and the domain of ‘environmental pollution’ on the prevention of every kind of pollutants in the home life. However, the environmental education in the home education according to the 7th educational curriculum has the distinctiveness from the contents of environmental education which were emphasized in the past home education. The distinctiveness are as following: (1)the resources matter is dealt with in the aspect of recycling various resouces from home life, (2)the prevention or reduction of pollutants in life which take the considerable part of environmental pollution is emphasized, (3)children's sensitivity In environment is emphasized to be developed, and (4)the importance of life is emphasized to be taught.

• 한국식품영양학회지
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• 제31권2호
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• pp.284-292
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• 2018

This study was conducted to determine the elements that are required and that need improvement in the contents of dietary life education and the educational environment by analyzing the importance-satisfaction of a dietary life education program for dietary life education trainees. The results of the rank test for the satisfactory elements of dietary life education were in the order of competence of instructors, educational contents, time of education, educational environment and affordability of tuition. The importance-satisfaction analysis of the contents and construction of the dietary life education program showed that "suitable contents for the theme of the class", "contents and construction of practice class", "diversity of practice menu" and "diversity of educational contents" had high importance and satisfaction scores and therefore, could be maintained at their current levels. Meanwhile, "adequacy of class time" and "contents and construction of theory class" showed low importance and satisfaction scores, requiring a little effort. Whereas, "time and construction of group practice", "structure of textbook for class" and "duration of course and number of classes" showed relatively low satisfaction compared to importance, requiring major efforts for improvement. Similarly, analysis of the lecture element from dietary life education showed that "professional lecture by instructors", "lectures suitable for themes" and "lecture applicable in real life" had relatively low satisfaction compared to importance, requiring major efforts for improvement. In addition, analysis of the educational environment from dietary life education showed that "adequacy of lecture room space", "cooking equipment", "diversity of cooking utensils" and "sanitary condition of cooking utensils" also require major efforts for improvement. Therefore, dietary life education should not be executed with a simple delivery of knowledge but with both theory and practice classes to increase its application in real life, and active and specific efforts are required to nurture professional instructors and establish educational strategies.

• 한국가정과교육학회지
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• 제16권1호
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• pp.31-45
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• 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.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.64-75
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• 1999

The goals of moral education according to the 7th educational curriculum are (1) to learn the basic life custom and ethical norms necessary to desirable life, (2) to develop the judgment to solve desirably and practically the ethical matters in daily life, (3) to develop the sound citizenship, national identity and consciousness, and the consciousness of world peace and mankind's mutual prosperity, and (4) to develop the ethical propensity to practice the ideal and principle of life systematically Based on the goals in the above, the following can be established as goals of environmental education possible: (1) to learn judgment to solve practically the environmental problems in the society with their ethical understanding, and (2) to recognize that environmental consciousness is the basic necessity of sound citizenship and national identity and consciousness, and mankind's mutual prosperity, and to have attitudes to practice environmental preservation in daily life. Like these, the intellectual aspect, the affective aspect, and the active aspect can be established in the environmental education in the ethics education keeping their balance. In order to achieve its goals, the contents of ethics subject are organized largely with 4 domains: (1) individual life, (2) home life, life with neighbors, and school life, (3) social life, and (4) national life. Among these, environmental education is mainly included in the domain of social life. These contents concerning environmental education take 22 (32.4%) out of the whole 68 teaching factors which are taught in the ethics subject from the 3rd grade to 10th grade. These 22 environmental teaching factors are mainly related to environmental ethics, environmental preservation and measures, and sound consumption life. Classified according to each goal, the environmental contents in the 7th curriculum for ethics subject put emphasis on environmental value and attitudes, action and participation, and information and knowledge. Therefore, the recommendable teaching and learning method for the environmental education in ethics subject is to motivate students' practice or to make them practice in person. For example, role-play model, value-conflict model, group study model can be applied according to the topics of environmental education.

• 한국의류산업학회지
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• 제26권1호
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• pp.15-24
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• 2024

At a time when the direction of the middle and high school curriculum is being discussed in line with the change in the future education paradigm to the 4th industrial revolution and the post-COVID-19 era, this study attempted to establish the identity of middle and high school clothing life education by exploring the clothing life contents with content analysis method and analyzing the 'clothing life industry' related educational content of the curriculum revision period. Following the revision of the curriculum, the contents related to the middle and high school 'clothing life industry' were not systematic. In the 2022 revised curriculum, the 'clothing life industry' and the digital fashion industry are presented as content related to the 'clothing life industry', so it is expected that the textbooks implemented in the educational field in the future will mention specific content about this. In addition, research on the direction of sustainable clothing life is also needed because the 'clothing life industry' can be an important cause of environmental pollution from production to consumption. Above all, it is expected that follow-up studies will be conducted to enhance the value of clothing life education in the future in the reality that the awareness of middle and high school clothing life education is low.

• 한국가정과교육학회지
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• 제34권4호
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• pp.93-111
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• 2022

제4차 산업혁명, 포스트 코로나 시대로의 전환 등 사회적 혁신을 기반으로 모두를 위한 삶의 질을 제고할 수 있는 교육 패러다임의 전환이 필요한 시기이다. 이러한 시대 변화의 흐름을 파악하여 교육과정의 변화를 준비하여야 한다. 이에 본 연구는 4차 산업혁명, 포스트 코로나 시대로의 패러다임의 변화에 따른 미래 초·중등교육의 방향성이 논의되고 있는 시점에서, '미래교육환경의 변화에 따라 의생활교육은 어떤 혁신적 과제를 수행해야 하는가?'의 문제의식에서 출발하여 미래 교육환경의 변화의 특징과 의생활교육과정을 분석해보고, 이를 바탕으로 의생활교육과정의 방향을 탐색하는데 목적을 두었다. 이러한 연구목적을 수행하기 위해 제1차 교육과정에서부터 2015 개정 교육과정의 의생활교육과정 분석결과를 활용하였다. 결론적으로 미래 교육환경의 변화에 따른 의생활교육과정의 방향으로는 먼저 인재상으로 인공지능(AI)에 인간의 감성과 환경, 의생활문화를 더하는 융·복합교육인재양성, 소프트웨어 역량과 실천적 문제해결 역량을 연계하는 의생활교육, 인공지능(AI)을 활용한 패션 메이커교육과 가치 지향적인 의생활교육 등을 도출하였다. 본 연구를 통해 실제적 교육현장 적용인 의생활 교수·학습방법에 대한 후속연구가 진행되기를 기대한다.