Abstract
This study analyzed contents of 12 kinds of middle school technology·Home Economics① textbooks, 9 high school Technology·Home Economics textbooks and 2 high school home science textbooks based on the 5 areas and 9 subject areas of `Understanding of market and consumer`, `Reasonable consumption`, `Resolution and prevention of consumer problems`, `Formation of desirable consumption culture`, `Career and occupation related to consumption life` for the purpose of analyzing connectivity of contents in the area of `consumption life` in the Technology·Home Economics curriculum revised in 2009, and analyzed connectivity of contents on the basis of `developed`, `repeated`, `different` and `reduced` based on the results of analysis on the contents of the textbooks. Analysis results show that middle school Technology·Home Economics① textbooks are mainly dealing with problems related to consumption life and ways to practice healthy consumption life, high school Technology·Home Economics textbooks emphasized understanding of consumption culture in modern life and practice and method of sustainable consumption life, and high school home science textbooks contain overall contents of household financial management and consumption life. In general, contents were distributed as `developed` 11 times (32.4%), `repeated` 6 times (17.6%), `reduced` 13 times (38.2%), `different` 4 times (11.8%). Contents of the majority of textbooks are composed suitable for the curriculum achievement standard, but connectivity of `developed` cannot be considered a desirable type of connectivity. various formation plans as suggested shall be devised not to let learning elements of `consumption life` area discontinued considering school levels and achievement standard of curriculum.
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