• Human Ecology Research
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• 제58권2호
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• pp.187-200
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• 2020

This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into 'Teacher Eligibility Criteria', 'Assessment Area', and 'Evaluation Content Elements' for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

• 한국가정과교육학회지
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• 제26권4호
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• pp.35-50
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• 2014

이 연구는 '초중등 연계'와 '핵심역량 중심'의 교육과정 개발이라는 두 쟁점을 바탕으로 실과(기술 가정)교과의 다음 교육과정 개발을 위한 구체적인 방향과 전략을 논의한 것이다. 구체적인 연구내용은 다음과 같다. 첫째, 가정과의 입장에서 초 중등 연계란 어떤 의미인지, 교육과정 개발과정에서 초등과 중등에 나타난 전략을 통해 내재된 문제가 무엇인지 살펴본다. 이를 위하여 초 중등 연계의 의미와 방식, 가정과에서의 연계의 문제, 초등 가정과의 위상, 초 중등 연계의 새로운 논리 등을 검토한다. 둘째, 가정과에서의 핵심역량이란 무엇이며, 핵심 역량 중심의 교육과정 개발은 어떠한 의미인지 살펴본다. 이를 위하여 핵심역량 중심 교과 교육과정 개발의 의미와 핵심역량 중심 가정과 교육과정 개발을 위한 조건과 과제 등을 검토한다. 셋째, 위의 두 쟁점에 대한 논의를 바탕으로 가정과의 차기 교육과정 개발에 이를 어떻게 구현할 수 있을지 그 방안을 살펴본다. 이를 위하여 초 중등 가정과의 학문적 소통, 교과명칭의 통일, 핵심역량 중심 교육과정 개발에 대한 체계적인 이해, 교과를 어필할 수 있는 전략의 모색 등을 검토하고, 그 일 예를 제시한다. 이 연구를 통하여 초 중등 가정과의 소통과 교육과정 개발을 위한 학술적 논의가 활발히 진행될 수 있을 것이다.

• 대한가정학회지
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• 제31권3호
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• pp.47-62
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• 1993

The purpose of the study were to: (1) determine important home management concepts in the secondary home economics education curriculum, (2) identify the educational needs related to home management perceived by students, home economics teachers, and university professors, (3) identify the factor structure of the home management concepts, (4) use the findings to make recommendations for defining the area of home management in the secondary home economics curriculum. Three versions of the questionnaire were used to assess the needs. One questionnaire was for students, one for home economics teachers, and one for professors. A total of 1,029 students, 385 home economics teachers, and 45 professors responded to the questionnaires. the data were analyzed by using the descriptive statistics, one way ANOVA with scheff -test, and factor analysis. Forty home management concepts were selected based on the related literatures. The respondants perceived these important for the secondary home economics curriculum. However, 36 home management concepts had differences in perceived importance among students, teachers, and professors. Nine factors emerged from the factor analysis. The three factors that were judged of most importance by students were communication and stress management, making money and helping household tasks, and leisure time activities. The professors and teachers perceived decision making and management process and knowing and utilizing resources most important.

• 한국가정과교육학회지
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• 제6권2호
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• pp.1-12
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• 1994

The purpose of the study were to: (1) determine important home management concepts in the secondary home economics education curriculum,(2) identify the educational needs related to home management perceived by secondary school students, and the factors affecting it, (3) use the findings to make recommendations for developing home economics curriculum and teaching home economics in the secondary school. The questionnaires were distributed to the 1,029 secondary school students, lived in seoul, local cities, and rural area. The data were analyzed by using descriptive statistics, T-test one ay ANOVA with scheffe test, and multiple regression analysis. Forty home management concepts were selected based on the related literatures. Stress man-agement, leisure time activities, resource use, making money for adolescents, work simplication methods were the concepts which showed the highest level of educational needs perceived by the students. The educational needs were affected by sex, school level, residence area of the respondents, and other factors related to the perception about home economics such as preference, GPA, etc.

• 한국가정과교육학회지
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• 제11권2호
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• pp.1-11
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• 1999

The purpose in this study is to identify beliefs about curriculum orientation of Korean secondary school home economics teachers for the development of home economics curriculum and the change of their curriculum orientation. The curriculum orientations explored were academic rationalism, technical, cognitive process, personal relevance, and social reconstruction. A mail questionnaire, Individual Curriculum Orientation Profile (ICOP), was used to survey randomly selected 525 home economics teachers. Home economics teachers agreed with the cognitive process as their predominant curriculum orientation. The second predominant type with which home economics teachers agreed most was personal relevance orientation. Home economics teachers’age, major, college type, and teaching years were significantly related to the academic rationalism curriculum orientation, and the college type for bachelor’s degree was significantly related to the technical curriculum orientation. Age and major in master’s degree were significantly related to the social reconstruction curriculum orientation.

• 한국가정과교육학회지
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• 제7권1호
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• pp.81-95
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• 1995

The purpose of the study were to :(1)determine important home management concepts in the secondary home economics education curriculum, (2) identify the educational needs related to home management perceived by home economics teachers, and the factors affecting it. (3) use the findings to make recommendations for developing home economics curriculum and teaching home economics in the secondary school. The questionnaires were distributed to the 385 home economics teachers, lived in seoul, local cities and rural area. The data were analyzed by using descriptive statistics, t-test one way ANOVA with scheffe test, factor analysis, and multiple regression analysis. Forty home management concepts were selected based on the related literatures. Resource use, environmental concerns, consumer rights and consumer problems were the concepts which showed the highest level of educational needs perceived by the teachers. The educational needs were affected by school level, residence area of the respondents, age, career, and other factors related to the perception about home management education.

• 대한가정학회지
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• 제34권4호
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• pp.175-186
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• 1996

The main purpose of this study is to provide basic data for the development of secondary Home Economics education curriculum and program by investigating the recognition perceived by Home Economics teachers. We have done statistical analyses of 237 questionnaires on the Home Economics teachers' recognition. The results are as follows: 1) The respondents evaluated the necessity of Home Economics education in secondary school, application of aquired knowledge and technical skill and learning by practical experience, highly. 2) As for the contents of Home Economics education curriculum, the respondents place a high value on the field of Meal Management, Child and Family Studies, Home resourse Management and Consumer life, Clothing Management, and House Planning and Management, in the order. 3) The most important educational concepts are knowledges and understanding for the human beings.

• 한국가정과교육학회지
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• 제32권2호
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• pp.117-139
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• 2020

이 연구의 목적은 세 가지 행동체계를 융합한 초·중·고등학교 가정교과 식생활 교육과정의 내용체계를 개발하여 가정교과에서의 융합교육 방안을 마련하는 데 목적이 있다. 이러한 목적을 이루기 위해서 문헌 고찰을 통해 세 행동체계를 융합한 초·중·고등학교 식생활 교육과정의 특징, 개발의 중점사항, 핵심역량, 목표를 도출하였고, 국내외 식생활교육 문헌, 국내외 가정과교육과정과 교과서를 고찰하여 항구적 문제와 하위 실천적 문제를 설정하고, 내용 요소를 선정하였다. 개발된 교육과정의 내용체계가 타당한지 전문가 타당도 검사를 하여 수정·보완하였고, 세 행동체계를 융합한 중학교 가정교과 식생활 교육과정의 성취기준을 개발하였다. 세 행동체계를 융합한 초·중·고 가정교과 식생활 교육과정의 내용 체계는 실천적 문제를 중심으로 되어있으며, 항구적 문제는 '건강한 식생활을 실천하기 위해 무엇을 해야 하는가?'이다. 이 교육과정의 영역은 5가지로 '건강과 식생활', '식단계획', '식품 구매와 관리', '조리', '식사'이며, 이 영역이 '개인과 가족', '사회'로 교육과정의 범위가 반복적으로 확장되어 있다. 이에 따라 5개 영역의 실천적 문제는 초·중·고등학교 급별, 두 차원(개인과 가족, 사회)으로 10개씩의 실천적 문제로 구성되어 있으며, 계열화의 원리가 적용되어 실천적 문제와 내용 요소가 나선형적 계열화가 되어있다. 이 교육과정의 내용 체계를 우리나라 2015 초등학교 실과와 중·고등학교 기술·가정과, 가정과학 교육과정의 식생활 영역 성취기준 및 학습 요소와 비교한 결과, 2015 개정 교육과정의 내용을 모두 포함하면서 더 추가된 내용이 있었다.

• 한국가정과교육학회지
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• 제23권2호
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• pp.109-130
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• 2011

이 연구의 목적은 한국과 일본의 중등 가정 교육과정의 성격, 목표 내용, 교수 학습방법, 평가/내용취급에 명시된 녹색생활 교육내용의 관점을 비교 분석하는데 있다. 한국의 2007 개정 교육과정의 중학교 기술 가정, 고등학교 기술 가정, 가정과학과 일본의 2008 고시 중학교 기술 가정, 2009 고시 고등학교 가정기초 가정총합, 생활디자인의 교육과정을 분석하였다. 한국과 일본의 가정 교육과정 분석결과, 양국 교육과정의 '성격', '목표', '내용', '교수 학습 밥법, 평가/내용취급' 요소에 모두 녹색 생활 교육의 다양한 측면이 포함되어 있었다. 양국 모두 교육과정의 '내용' 요소에 녹색생활 교육 측면이 가장 많이 구체적으로 반영된 반면 '성격'과 '목표' 요소에는 반영 정도도 낮고 추상적이고 포괄적인 방법으로 반영되어 있다. 양국 교육과정 전반에 나타난 가정교과에서의 녹색생활 교육은 이론적 측면보다는 가정생활 전반에 걸쳐 실천적이고 체험적 측면을 강조하고 있었다. 녹색생활 교육 요소가 적고 편중된 내용영역은 차기 교육과정 및 교과서를 개발할 때 관련 내용의 보완이 요구되며, 핵심 내용요소는 사실적 지식 제시를 넘어서 환경과의 관련성에서 구성해야 할 것이다.

• 대한가정학회지
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• 제38권8호
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• pp.159-168
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• 2000

The purpose in this study is to determine the relationship between the curriculum orientations and professional teaching practices of Korean secondary school home economics teachers for the development of home economics curriculum. The instruments, Individual Curriculum Orientation profile(ICOP) and Professional Teaching Practice(PTP) were used to survey randomly selected 525 home economics leachers. The curriculum orientations explored were academic rationalism, technical, cognitive process, personal relevance, and social reconstruction. The professional teaching practices examined were customary-instrumental, interactive and reflective practices. Using canonical correlation, home economics teacher's teaching practices were found to be significantly related to their curriculum orientations. However, only 17.7% of the variability in professional teaching practices was explained by the five curriculum orientations.