Home Economics Classes Research Articles

Development of Global Citizenship Education Program for Middle School Home Economics classes

본 연구의 목적은 가정교과 세계시민교육(GCED) 프로그램을 개발·실행·평가하여 차기 가정과교육과정에서의 체계적인 세계시민교육의 방안을 제시하는 데 있다. 이를 위해 본 연구에서는 분석, 설계, 개발, 실행, 평가의 5단계를 거쳤다. 분석 단계에서는 세계시민교육 관련 문헌과 실천적 문제 중심 수업 관련 선행 연구를 고찰하였다. 2015 개정 가정과교육과정의 학습 요소와 세계시민교육 학습 주제(TLO)의 관련성을 전문가 집단을 통해 분석하였다. 설계와 개발 단계에서는 추출된 학습 요소를 토대로 가정교과 세계시민교육 프로그램을 개발하였으며 전문가 검증을 거쳐 수정하였다. ‘다양한 이슈를 고려한 식품 선택 프로젝트’, ‘더불어 살아가기 위한 주거 문화 프로젝트’, ‘지구촌에서 나의 비전 찾기 프로젝트’의 3가지 프로젝트로 구성하였다. 실행 단계에서는 중학교 가정교과 세계시민교육 프로그램의 일부를 광주광역시 소재의 G중학교 남녀 학생 72명을 대상으로 수업을 실시하였다. 평가 단계에서는 수업에 참여한 학생을 대상으로 평가한 결과, 세계시민의식에서 유의한 차이를 보였으며, 학생들은 전반적으로 수업에 대해 만족하였으며, 이 수업을 통해 세계시민개념과 세계 문제, 보다 나은 가치를 위한 변화를 꾀할 수 있는 일들이 있음을 알게 되었다고 응답하였다.

The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity

ABSTRACT Current curriculum guidelines emphasise the importance of both nutrition education and the development of practical cooking skills in the school subject Food and Health (FH). This study aimed to explore teachers’ and students’ perspectives and experiences of current classroom practices in FH. Focus group discussions (FGDs) with teachers and students at three schools in Southern Norway were conducted and thematically analysed. Our findings suggest there is a mismatch between curriculum guidelines and teaching practices. Although teachers understood the benefits of nutrition education, practical cooking activities were prioritised. Three key themes were identified; students and teachers value cooking and limited time, which both explain this mismatch from the perspectives of students and teachers, and pedagogical solutions to resolve the mismatch, which summarises novel learning activities suggested by students and teachers as a solution for this mismatch. There needs to be a focus on comprehensive nutrition education in FH classes, to improve its pedagogical implications and meet the demands of the curriculum. These findings can be used to inform educators and policymakers on how to strengthen nutrition education in FH.

Effects of Developed and Applied Problem-Based Learning in Home Economics Classes on High School Students' Attitudes and Knowledge toward Edlerly People.

Effects of Developed and Applied Problem-Based Learning in Home Economics Classes on High School Students' Attitudes and Knowledge toward Edlerly People.

家庭科の授業における学びの過程― “自分にとっての意味” の確定― 2018年度学会賞受賞 特別論文

家庭科の授業における学びの過程― “自分にとっての意味” の確定― 2018年度学会賞受賞 特別論文

中学・高等学校家庭科における住居・住生活分野の学習と日常生活への関わりに関する検討 ―教育学部および生活環境学部学生を対象とした家庭科教育に関する調査―

中学・高等学校家庭科における住居・住生活分野の学習と日常生活への関わりに関する検討 ―教育学部および生活環境学部学生を対象とした家庭科教育に関する調査―

The amalgamation of media use practices and food practices in a school setting: methodological reflections on doing non-media-centric media research with children

ABSTRACTThe aim of this article is to demonstrate how the amalgamation of media use practices and cooking practices can be studied and to what extent a ‘laboratory set-up’ can inform us about mundane practices. Empirically, the article draws on interventions implemented in 6th- and 7th-grade home economics classes in three Danish schools. The children cooked, recorded their cooking using iPads and created food videos for YouTube. The article contributes to the ongoing methodological discussion regarding how to study media use in a highly medialised society. The theoretical point of departure is non-media-centric media studies and practice theory. The conclusions suggest that adopting a practice approach in performing this kind of empirical research can be fruitful in facilitating tacit knowledge, practical sense, and routinised procedures across media use practices and non-media-related practices.

Bite Out Your Tongue

Bite Out Your Tongue

Teaching Material Imitating the Advanced Driver-Assistance System for Measurement and Control Education

The rapid growth of the information technology industry in recent decades requires an increasing number of programmers and engineers, as well as an excellent training environment for relevant human resources. Currently, school curricula promote information education and, since 2012, “measurement and control by programs” have become compulsory topics of study in the technology and home economics (technological field) class in junior high schools. In addition, it has been determined that programming education will be made a compulsory topic in elementary schools from 2020 onward. Thus, programming education is included in the mandatory education program and, accordingly, various associated teaching materials have been developed and distributed to date. However, adequate steps have not been taken to improve the information education skill of the teachers who use the aforementioned teaching materials. In particular, only very few teachers understand the essence of programming control, such as the role played by a program in measurement and control. Hence, there is an urgent need to train teachers to make them capable of providing programming education in school settings. Hence, in this study, we develop a teaching material that helps teachers understand the flow of measurement and control by program using an optical distance sensor and an actuator and design a class practice for the students in the faculty of education. Finally, based on this education practice, we discuss an educational effect of the aforementioned teaching material and its applicability in junior high school settings.

Gender and Children’s Food Practices: A Qualitative Study of 12–14-Year-Old Children in A Danish School Setting

ABSTRACTIn this article, we will focus on gender and food among children in Danish home economics classes—more specifically, children aged 12–14 (6th and 7th graders in the Danish school). The aim of the study is to investigate whether the traditional gender representations found in studies of children’s food media are replicated in children’s food practices in a school setting. The article concludes that gender is not as manifest as other studies have indicated, notably those on media representations of children and food. This is not to say that gender distinctions were absent but that they were expressed in more subtle ways. Also, the article highlights the importance of paying attention to different kinds of food practices, and how they might be gendered differently by the same subjects. The article calls for more research in the field and more broadly on the complex relationship between gendered media representation and social practices in everyday life.

Analysis of Academic Ability in Home Economics Class Practice Reports in the National Organizations

Analysis of Academic Ability in Home Economics Class Practice Reports in the National Organizations

Development of dating violence prevention teaching-learning plan for high school Home Economics class

본 연구의 목적은 최근 심각한 사회적 문제로 대두된 청소년 데이트폭력을 예방할 수 있도록 고등학교 가정과 교과 수업에서 활용할 수 있는 데이트폭력 예방 교수 · 학습 과정안을 개발하는 데 있다. 연구는 내용 분석 및 내용 요소 선정 단계, 교수 · 학습 자료 개발 단계, 파일럿 테스트 및 수정 단계의 3단계 절차를 거쳤다. 첫번째 단계에서는 2015 기술 · 가정 교육과정 문서와 교과서 내용 중 데이트폭력과 연관된 내용이 어떻게 제시되어 있는지 분석하고, 관련 선행연구 내용을 토대로 청소년기 데이트폭력 예방 교육에 필요한 내용요소를 선정하였다. 이를 토대로 두 번째 단계에서는 6차시의 교수 · 학습 과정안을 개발하고, 2명의 가정과 경력 교사에게 이에 대한 타당도를 검증받고 수정하였다. 마지막 단계에서는 개발된 6차시의 교수 · 학습 과정안을 고등학교 2개 학급에서 실행한 후 수업 실행 교사와 수업에 대한 학생 의견 조사 결과를 바탕으로 현장 적합성이 떨어지는 부분은 수정 보완하여 최종적인 데이트폭력 예방 교수 · 학습 과정안을 개발하였다. 청소년의 데이트폭력 문제 예방을 위해서는 폭력으로부터 안전한 사회적 환경을 마련하고 이성교제가 시작되기 이전부터 폭력 예방교육을 실시해야 한다. 가정과 수업 시간에 본 교수 · 학습 과정안을 활용하여 학생들이 폭력에 대한 민감성을 키우고 문제 상황에서 현명히 판단하고 대처할 수 있는 역량을 키우게 되기를 기대한다.The purpose of this study was to develop a teaching-learning plan applicable to high school technology · home economics and home science classes in order to prevent adolescents’ dating violence which is one of the serious social problems we are facing lately. This research has following three steps: 1. Analyzing contents and selecting content elements, 2. Developing teaching-learning materials, and 3. Performing a pilot test and making corrections. In the first step, this author analyzes how the contents associated with dating violence are presented in the 2015 curriculum of technology · home economics and the textbooks and reviews related literatures to select content elements necessary to prevent dating violence for those going through adolescence. Based on that, in the second step, this researcher develops a teaching-learning plan for six lessons and then makes it verified by two experienced teachers of home economics. In the last step, the teaching-learning plan for six sessions developed is implemented to two high school classes, and then, based on the results of examining the opinions of the teachers implementing the plan and students about the class, this researcher modifies and complements the parts of the plan showing low applicability to the field and develops the final dating violence prevention teaching-learning plan. In order to prevent adolescents’ dating violence, it is necessary to create a social environment safe from violence and provide violence prevention education before they begin to have relationship. This researcher expects that this teaching-learning plan is applied in home economics class and it can contribute to enhancing students’ sensitivity about violence and improving their competencies to make wise judgments in problematic situations and cope with them properly.

Effects of a life skills-based sexuality education programme on the life-skills, sexuality knowledge, self-management skills for sexual health, and programme satisfaction of adolescents

ABSTRACTThis study aimed to develop and establish the efficacy of a life skills-based sexuality education programme for junior high school students that focused on prevention. A non-equivalent control-group pretest-posttest design was employed with 105 students in the first-year of junior high school participating. The experimental group received 10 sessions of a life skills-based sexuality education programme, and the control group received 10 sessions of the standard sexuality education, both provided during a home economics class. A comparison of the two groups’ post-test scores showed that the experimental group scored significantly higher than the control group on sexual and reproductive health related knowledge (F = 58.50, p < .001) and life-skills (F = 11.52, p = .007). In addition, the experimental group showed a larger improvement in self-management skills for sexual health than did the control group (F = 9.32, p = .003). A life skills-based sexuality education programme increased life skills levels, knowledge about sexuality and sexual and reproductive health, and helped participants identify appropriate behaviours when facing a sexually risky situation. Results highlight the value of including an evidence-based and practice-oriented life skills-based sexuality education programme in the formal curriculum of junior high schools in Korea.

Revisited meta-analysis of the effects of practical reasoning instruction on students achievements in Home Economics classes

본 연구의 목적은 가정과수업에서 실천적추론수업을 적용하여 학생성취에 대한 효과를 살펴본 선행연구들을 양적으로 메타분석함으로써 효과크기를 알아보고, 실천적추론수업의 효과가 어떤 변수에 따라 달라지는 지 분석하는 데 있다. 분석대상의 기준에 맞는 선행연구를 검색한 결과, 1999년부터 2018년까지 수행된 34개 연구가 선정되었다. Becker(1988)가 제안한 방법을 이용하여 사례수를 고려한 표준화된 평균변화로부터 효과크기를 계산한 결과, 34개 분석대상 연구로부터 44개의 효과크기가 산출되었다. 분석에 앞서 출판여부에 따른 오류를 깔대기 기법을 이용하여 평가한 결과, 오류는 없었으며 연구결과는 다음과 같다. 첫째, 동질성검증 결과, 랜덤효과 모형을 적용하였으며 실천적추론수업은 전통적 수업에 비해 학생성취에 통계적으로 의미있게 효과적인 것으로 나타났다(효과크기=0.60, SE=.074). 둘째, 조절변인을 찾기 위해 범주형 변수 및 연속형 변수 자료분석을 실행한 결과, 실천적추론수업의 효과성에 대한 선행연구들이 다룬 내용 영역과 학교소재지에 따라 효과크기가 다른 것으로 나타났다. 반면, 출판여부, 연구설계 방법, 분석대상 연도, 학교급, 연구대상자들의 성별, 학생성취의 종류, 수업시수 등에 따라서는 효과크기가 다르지 않았다.The purposes of this study was to identify the magnitude and direction of the effects of Practical Reasoning Instruction (PRI) on students&#700; achievements in Home Economics classes using the meta-analysis method and to examine whether the effects of PRI vary across publication status, study design, year of the studies, school level, gender of students, type of students&#700; achievements, content area, location where the interventions of PRI were conducted, and duration. Thirty-four primary studies with 44 effect sizes were analyzed with calculation method of Becker(1988). A funnel plot method result revealed no publication bias. The results of this meta-analysis are as follows. First, PRI was more effective than traditional instruction on students&#700; achievements. A summary statistic was 0.60 with a standard error of .074, which means that an increase of about two-third of a standard deviation beyond what would be expected from traditional instruction was gained from PRI intervention. Second, categorical and regression analyses were employed to find the sources of variance and moderators that predict the effects of PRI. The moderator analyses revealed no statistically significant effects of publication status, study design, school level, gender of students, type of students&#700; achievements, and duration. Content area, location where the interventions of PRI were revealed to be moderators. It was concluded that PRI was effective in improving students&#700; achievements regardless of publication status, study design, year of the studies, school level, gender of students, type of student achievement, and duration.

静岡県の郷土料理「黒はんぺん」と特産品「緑茶」を用いた中学校家庭科教材への試み

静岡県の郷土料理「黒はんぺん」と特産品「緑茶」を用いた中学校家庭科教材への試み

家庭科において展開した「和食の良さをもっと知ろう」食教育プログラムの実践

家庭科において展開した「和食の良さをもっと知ろう」食教育プログラムの実践

Characteristics and development plan of Home Economics teachers

본 연구의 목적은 가정과교사 문화의 특징과 가정과교육 발전의 저해 요소를 밝힘으로써 가정과교사 문화의 발전 방안을 제시하는데 있다. 이를 위해 집중면접의 주제 분석법을 실행하였으며, 각 지역 가정교과연구회 또는 한국가정과교육학회 소속 석사과정 이상인 가정과교사 14명을 대상으로 이루어졌다. 응답 자료 분석을 위해 주제 분석법을 실행하였다. 본 연구의 결과는 다음과 같다. 첫째, 가정과교사들은 가정과교육의 철학을 정립한 후 가정교과가 청소년 개인과 가정, 그리고 사회를 이롭게 하는 실천비판교과라는 신념을 확고히 가지고 가정과수업을 통해서 청소년과 그들의 가정, 더 나아가 사회에 유익을 주는 교육을 실천하고 있었다. 둘째, 가정과교사들은 대학원에 진학하거나 가정교과연구회에 가입하여 수업 방법, 평가 방법, 업무 능력을 향상시키고, 수업을 공개하는 등 지속해서 전문성을 향상시키기 위해서 노력하는 문화를 형성하고 있었다. 셋째, 가정과교사들은 가정과교육 패러다임을 실천비판 패러다임으로 전환하여 실천적 문제 중심 수업을 실행해야 한다는 문화를 자리매김하였다. 또한, 그들은 세 행동체계(기술적 행동, 의사소통적 행동, 해방적 행동)를 순환적으로 적용하여 삶의 질과 가치를 향상시켜야 한다고 보았다. 넷째, 가정과교육의 발전을 저해하는 요소에는 교육제도와 사회적 인식이 있었다. 하지만 가정과교사들의 노력으로 가정과교육은 학생과 사회적 요구를 반영한 교육, 학생의 적성을 찾아주며 가정교과의 목표를 잘 살린 교육으로 자리 잡고 있었고, 이를 통해 가정과교사들은 학생들이 가정교과가 개인과 가정의 행복을 위해 꼭 필요한 교과라는 인식의 전환을 가져올 수 있다고 믿었다. 가정과교사문화의 발전방안으로 가정과교사들은 각 지역의 가정교과연구회에서는 더 많은 가정과교사들이 연구회에 참여하고 활동함으로써 발전할 수 있는 기회를 마련해야 한다고 하였다. 또한 지역의 가정교과연구회끼리 협력적 네트워크를 활성화하고 이를 이끌수 있는 컨트롤타워가 필요하다고 했다. 한국가정과교육학회는 각 지역의 교과연구회의 중심점 역할이 되어서 다가올 교육 변화에 더욱 신속하고 조직적으로 움직여 적극적으로 대처함으로써 가정과교사들의 힘이 될 수 있어야 할 것이다. 마지막으로 참여자는 가정과교육의 변화를 위한 기초적 틀을 마련하기 위해 실천 비판적 가정과교사 양성이 필요하다고 했다. 이를 위해 가정과교사 양성과정에서 학생들이 더욱 깊이 있는 가정교과교육철학을 수강함으로써 가정교육학의 본질을 이해하고 정체성을 확립하여 유능하고 성숙한 가정과교사로서의 자질을 갖출 수 있을 것이다.The purpose of this study was to contribute to Home Economics(HE) teachers&#700; culture by figuring out acknowledging characteristics of cultures of HE teachers and impeding factors on development of HE education. For this intensive interview were used. Intensive interviews were made with 14 HE teachers who completed coursework for master&#700;s or doctor&#700;s program of graduate school and belong to HE Teachers&#700; Study Associations of each region or Korean Home Economics Education Association and analyzed by subject analysis method. The results of the study are as follows. First, HE teachers establish the philosophy of HE education, and practice education to provide profit to adolescents, their families, as well as society through HE class with their belief that HE is a practical and critical subject to benefit individual adolescents, families, and society. Second, HE teachers form culture to make an effort to continue to improve their expertises by attending graduate school, joining HE teachers&#700; associations to enhance teaching methods, evaluation methods, and work ability or disclosing their own class. Third, HE teachers settle culture to conduct classes focusing on practical issues by converting the paradigm of HE education to that of practical critique. They also see that the system of three actions(technical action, communicative action, and emancipative action) should be applied in circulating ways to improve quality and value of life. Forth, for impeding factors of development of HE education, there are educational system and social recognition. However, with HE teachers&#700; efforts, HE education settles well, as it reflects demands from students and society, finds students&#700; talents, and actualizes its own goals. HE teachers believe that student will recognize that HE education is necessary for happiness of individuals and families. As a way to develop Home Economics teacher culture, Home Economics teachers should have the opportunity to develop more Home Economics teachers by participating in and working in research sessions in each area. It also called for a control tower to enable and lead collaborative networks between local Home Economics curriculum research committees. The Korean Home Economics Education Association should play a central role in the academic research community of each region and be able to help Home Economics teachers by moving more quickly and systematically to cope with the upcoming changes in education. Finally, participants said that in order to prepare a basic framework for the change in Home Economics education, practical critical Home Economics teacher training are needed. To this end, students can understand the essence of Home Economics education and establish their identity by taking a deeper Home Economics education curriculum philosophy for Home Economics teacher training.

ESD(持続発展教育)を視点とした家庭科教育内容開発研究(I) : 小学校家庭科における布の熱移動特性に関する実験の開発

ESD(持続発展教育)を視点とした家庭科教育内容開発研究(I) : 小学校家庭科における布の熱移動特性に関する実験の開発

Development of Technology･Home Economics teaching-learning plans using ARCS strategies to improve character for middle school students: Focusing on the unit of ‘Understanding families’

본 연구의 목적은 기술&#65381;가정과의 인성교육 실현을 위해 ARCS 동기유발 전략을 적용한 인성교육 교수&#65381;학습 과정안을 개발하여 수업을 실시한 후, 가정과 수업이 청소년의 인성변화에 긍정적인 영향을 미치는지 그 효과를 분석하는데 있다. 수업은 광주광역시에 위치한 M중학교의 남학생 4학급 110명을 대상으로 2017년 3월 6일부터 4월 7일까지 총 5주간 9차시의 인성교육 수업이 실시되었다. 또한 학습자의 수업 평가, 수업 전&#65381;후 인성수준 평가를 통해 수업의 효과를 살펴보았다. 본 연구의 단계 및 결과를 요약하면 다음과 같다. 첫째, ‘가족의 이해’ 단원의 인성교육 수업을 위하여 9차시의 교수&#65381;학습 과정안이 개발되었다. 본 교수&#65381;학습 과정안은 ARCS 동기유발 전략을 적용하여 학습자의 학습 흥미도를 높이고 인성요소를 고려하여 중학생의 인성을 향상하기 위한 것이다. 교수&#65381;학습을 위해 중학교 기술&#65381;가정 ‘가족의 이해’ 단원에서 총 9차시의 교수&#65381;학습 과정안을 개발하고, 활동지(14), PPT자료(2)를 개발하였다. 둘째, ARCS 동기유발 전략을 적용한 인성교육 수업을 받은 중학생은 인성의 하위 항목 (성실, 배려&#65381;소통, 책임, 자기조절, 정직&#65381;용기, 지혜, 정의) 모두에서 유의한 차이가 나타났다. 따라서 ARCS를 적용한 인성교육 수업은 중학생의 인성을 함양하는데 긍정적 효과를 보였다고 할 수 있다. 셋째, ARCS 동기유발 전략을 적용한 인성교육 수업은 학습자의 수업의 만족도를 높여주었다. 척도형 설문조사를 실시한 결과 수업에 대한 전반적인 평가 4개의 문항에서 72.3%가 ‘매우 그렇다’로 응답하였다. 좋았던 점과 아쉬웠던 점을 묻는 개방형 질문에는 ‘재미있었고, 가족에 대해 더 잘 알 수 있었고 조 활동이 많아 배려와 협동심이 늘어날 수 있어 좋았다.’ 등의 응답으로 학습자들이 인성교육 수업에 즐겁게 참여하였다는 것을 알 수 있었다. 단 필기내용이 많아 힘들어 하는 학생들이 있으므로 좀 더 효율적인 지도 방안을 모색할 필요가 있다. 개발된 ARCS 동기유발 전략을 적용한 기술&#65381;가정과 인성교육 교수&#65381;학습 과정안과 학습 자료는 학생들의 인성 역량을 강화하는 기초 자료로 활용이 되길 기대한다.The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners&#700; class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter &#699;Understanding families&#700;. These teaching and learning course plans were designed to enhance learner&#700;s interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter &#699;Understanding families&#700; of Technology&#65381;Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology&#65381;Home Economics using ARCS motivational strategy will be used as a basic resource to build up students&#700; character in the future.

Middle School Home Economics Teaching･Learning Course Plan Development of Unification Education

본 연구는 실천적 추론 과정을 통해 생활문화에 영향을 미치는 다양한 맥락을 살펴보고, 건강한 통일공동체를 형성하기 위해 중학교 가정교과에서의 통일교육의 목표와 내용 체계를 선정하고 이를 적용한 교수&#65381;학습 과정안을 개발하고자 하였다. 한국교육과정평가원의 교수&#65381;학습 콘텐츠 개발 모형 단계에 따라 통일교육지침서와 통일교육 선행 연구, 북한이탈주민 관련 선행 연구와 2015 개정 실과(기술&#65381;가정) 교육과정 분석을 통해 중학교 가정교과에서의 통일교육 목표 및 내용 체계를 선정하였다. 이를 바탕으로 실천적 문제 추출한 뒤 실천적 추론 과정을 적용한 교수&#65381;학습 과정안과 학생 활동지를 개발하였고, 두 차례의 전문가 집단 평가 결과를 토대로 최종 개발안을 마련하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 중학교 가정교과 통일교육의 목표는 ‘사회문화적 맥락을 바탕으로 남북한 생활문화의 차이를 존중하고 공동의 가치를 발견하며, 통일사회에서의 발생 가능한 실천적 문제를 이해하고 해결하는 과정을 통해 건강한 통일공동체 형성을 위한 능력을 배양한다.’로 선정하였다. 둘째, 중학교 가정교과 통일교육의 내용 체계는 ‘생활문화 중심의 통일교육’을 핵심주제로 선정하고 내용 요소들은 남북한 생활문화에 영향을 미치는 사회문화적 맥락 이해, 남북한 소비생활환경의 이해, 남북한 생활문화 관련 언어, 북한 음식을 포함한 지역별의 식생활 문화의 다양성 유지, 사회적 규범과 옷차림, 올바른 주거가치관과 공동주거생활 예절의 6가지로 구성하였다. 그리고 앞서 도출된 중학교 가정교과에서의 통일교육의 목표를 바탕으로 실천적 문제를 ‘건강한 통일공동체를 형성하기 위해 우리는 무엇을 해야 하는가?’로 선정하였다. 셋째, 중학교 가정교과 통일교육의 교수&#65381;학습 과정안은 통일에 대한 문제 인식하기, 남북한 생활문화에 영향을 미치는 요인 분석하기, 행동의 결과 및 파급효과 파악과 대안적 방법 선택하기, 건강한 통일공동체 형성을 위한 실천하기의 4가지 주제를 포함한 총 8차시의 교수&#65381;학습 과정안과 35개의 학습 자료를 개발하였다.The purpose of this study is to examine the various contexts affecting life culture through practical reasoning process and to select the goal and contents system of unification education in middle school home economics to form healthy unification community and to develop teaching and learning process. Based on the Unification Education Guidelines, Unification Education Pre-Study, Pre-Study on North Korean Defectors, and Analysis of the 2015 Revision Home Economics Curriculum in Korea, Goal and content system. Based on this, we developed a teaching and learning process and a student activity place applying practical reasoning process after extracting practical problems, and prepared a final development plan based on the results of two expert group evaluations. The results of this study are summarized as follows. First, the goal of unification education in the middle school home economics class is to Based on the social-cultural context, we develop the ability to cultivate healthy reunification by respecting the differences between the cultures of the two Koreas and discovering common values in a unified society and resolving practical issues in a unified society. . Second, the content system of middle school home economics unification education was selected as the core theme of Unification Education Focused on the Living Culture . The content elements were comprehending the socio - cultural context that affects the life culture of the two Koreas, Related language, maintenance of diversity of dietary culture in each region including North Korean food, social norms and attire, correct housing value and common living etiquette. Based on the goals of unification education in the middle school home school curriculum, we selected practical issues as What should we do to create a healthy unified community? . Third, the teaching and learning process of unification education in junior high school home economics education is to recognize the problem of unification, to analyze the factors affecting the life culture of the two Koreas, to grasp the effect of the action and the ripple effects, to select alternative methods, And 4 subjects for 8 teaching&#65381;learning course plan, and 35 teaching materials.

Development of Clothing Life Education to Cultivate Subject Competencies based on 2015 Revised Technology &amp; Home Economics Curriculum : Focusing on Integration of the Curriculum-Class-Evaluation

본 연구는 교과역량 함양을 위한 가정과교육이 나아갈 방향을 모색해 보고자 하였다. 이를 위해 역량기반 가정과 수업의 현장 적용 방안을 탐색하고, 수업 사례를 개발하였다. 이 연구의 주요한 연구 결과는 다음과 같다. 첫째, 교과역량 함양을 위해서는 교육과정-수업-평가의 일체화를 통해 학생을 교육과정, 수업, 평가의 중심에 두어 삶의 주체로 성장시킬 수 있도록 해야 한다. 둘째, 교과역량 함양을 위해 교육과정-수업-평가 일체화를 중심으로 의생활 수업 사례를 개발하였다. 본 연구는 실제 가정과 수업에서 교과역량의 함양을 위한 교육과정-평가-수업의 일체화를 활성화 할 수 있을 것으로 기대된다.The purpose of this study is to explore the direction of home economics education in order to strengthen students&#700; competencies. We explored the direction of competency&#8211;based home economics class, and teaching and learning methods for strengthening subject competencies, then develop class case. The main research results of this study are as follows. First, in order to cultivate subject competencies, students should be the center of the education, class and evaluation by integrating of the curriculum-class-evaluation, so that they can grow into the subject of life. Second, to enhance subject competencies, case example of the home economics was presented focusing on integrating curriculum- class-evaluation. It is expected that this study will be able to integrate curriculum-class-evaluation into the concrete realization of subject competencies in home economics education.