정보사회에서의 가정 교과교육 방향

왕석순 한국교육과정평가원 2002 교육광장 Vol.12 No.-

30-40대 싱글여성의 일상생활(의식주, 소비 및 여가 생활)의 의미 분석- 인구교육의 시사점 도출을 위하여 -

왕석순,전주람,류경희 한국가정과교육학회 2015 한국가정과교육학회지 Vol.27 No.4

The purpose of the present study is to analyze thematically everyday lives (food, clothing, shelter, spending, and leisure) of single women in their thirties or forties. As a result of the analysis, everyday lives of single women could be grouped into five main categories of themes which may be labeled as ‘Self’, ‘Relationship’, ‘Survival’, ‘Preparation for the future’, ‘Freedom and hidden side of the freedom’. As for the first category of themes ‘Self’, three sub-themes have been found including “Only for me”, “Perfection of self”, “My own style”. Next, as for the second category ‘Relationship’, two sub-themes have been found including “With her family (For her family, still under the protection of her family)”, “With other people (Pleasures with people, Comfortable with single friends, Communicating with the world)”. As for the third category ‘Survival’, three sub-themes have been found including “Health”, “Safety”, “Practice of living alone”, As for the fourth category ‘Preparation for the future’, three sub-themes have been found including, ‘Good spending’, ‘Savings for later life’, ‘Leisure in later life’. And finally, as for the fifth category ‘Freedom and hidden side of the freedom’, two sub-themes have been identified including “I am free because I'm alone (Freedom from bondage of my family, Compensation for being alone)”, “Hidden side of the freedom (Fear, dislike feeling and insecurities due to being alone, Overcoming loneliness or solitude)”. In all, there are eighteen sub-themes to consider. On the basis of these results, we presented some conclusions on the Everyday Lives of Single Women in their thirties or forties. We also presented some implications of these results on population education and future research. 본 연구에서는 30-40대 싱글여성의 의식주생활, 소비 및 여가 생활과 같은 일상생활에서의 의미를 분석하였다. 그 결과 자신, 관계, 생존, 미래 준비, 자유와 그 이면과 같이 5개의 대주제를 찾을 수 있었다. ‘자신’이라는 대주제에서는 오직 ‘나’를 위해, ‘나’를 완성시키고 싶은, ‘나’만의 스타일이라는 3개의 중주제를 찾았다. ‘관계’라는 대주제에서는 가족과 더불어서, 다른 사람들과 더불어서 라는 2개의 중주제를 찾았고, 가족과 더불어서 라는 중주제에서는 ‘가족’을 위해, 아직은 ‘가족’의 그늘에서 라는 2개의 소주제를 찾았다. 다른 사람들과 더불어서 라는 중주제에서는 함께 하는 즐거움, 싱글들끼리의 편안함, 세상과의 소통 이라는 3개의 소주제를 찾았다. ‘생존’이라는 대주제에서는 건강, 안전, 혼자 살아내는 연습 이라는 3개의 중주제를 찾았고, ‘미래 준비’라는 대주제에서는 착한 소비, 노후대비 저축, 노후대비 여가 라는 3개의 중주제를, ‘자유와 그 이면’이라는 대주제에서는 홀로라서 자유, 자유의 그 이면들 이라는 2개의 중주제를 찾았고, 홀로라서 자유라는 중주제에서는 가족으로부터 벗어난 자유로움, 홀로이기에 나에 대한 보상 이라는 2개의 소주제를, 자유의 그 이면들이라는 중주제에서는 혼자라서 ‘불안’ ‘싫음’ ‘두려움’, 외로움과 쓸쓸함 극복하기 라는 2개의 소주제를 찾았다. 이와 같이 주제를 찾는 과정을 통하여 싱글 여성들의 일상생활에서의 의미를 알아낼 수 있었고, 이러한 의미를 종합해 봄으로써 인구교육에서의 시사점을 도출해 내었다.

2007년 개정 교육과정에 따른 실과(기술·가정) 교과의 초·중·고등학교 학년 간 연계성 분석 - ‘인간발달과 가족’ 영역을 중심으로 -

왕석순,류경희,백정원 한국가정과교육학회 2012 한국가정과교육학회지 Vol.24 No.1

The study, published in the 2007 revised curriculum of Practical Arts and Technology and Home Economics textbook (16 species) of the 'human development and family members' area of ​​learning content elements were analyzed. This analysis was conducted in order to evaluate that the 2007 revised curriculum of Practical Arts(Technology and Home Economics) has been made well Articulations. The criteria of Articulations is "Development of learning content, Repeating, Gaps, Reduction. Content criterias is 'human development and family' area. These include "human development, human relationships, marriage and family life, caring for family members and family welfare" of the four criteria and 14 content elements. The results of this analysis, the first <development> content elements is " process of human development, characteristics of human development, family relationships, communication, dating and partner selection, the significance of marriage and family, understanding the basic concepts of family, family change and family problem solving". There was no <Repeating> content elements. <Reduction> content element is 'friendship'. <Gap> content elements is 'Characteristics of human development', 'understanding of sex and pregnancy and childbirth '. Thus, in the new curriculum, a review of these Articulations are required. Especially, the 'friendship' and 'understanding of sex and pregnancy and childbirth‘ of the content element should be noted in the curriculum configuration because of content elements be Analyzed as <Reduction> or <Gap>. Also <Repeating> 'values ​​about marriage change' importance in the low fertility society is a big learning content elements need repeating. However, textbooks should reflect differences in the configuration will hakgyogeupgan. Meanwhile, ’changes in values ​​about marriage' that it is necessary to deal with the repeatedly because of recentely society is The low fertility society, However, for this content element based on the differences between school level to appear the contents of textbooks, the textbook screening process will be provided with the correct guidance. 이 연구는 2007년 개정 교육과정에 따라 출판된 실과 및 기술․가정 교과서(총 16종)의 ‘인간발달과 가족’영역의 학습 내용요소를 분석하여, 2007개정 교육과정에서 표방한 초등과 중등의 연계성이 잘 이루어졌는가를 평가하고자 하였다. 이를 위하여 학습 내용의 수직적 연계성은 발전, 반복, 격차, 축소의 기준을 적용하여 분석하였다. 또 내용 기준은 ‘인간발달과 가족’영역을 “인간발달, 인간관계, 결혼과 가족생활, 가족 돌보기와 가족 복지”의 4개 기준으로 분류하고 이 기준에 속하는 14개 내용요소가 각 학년의 교과서에 어떻게 반영되어 있는가를 분석하였다. 분석의 결과, 먼저 <발전>을 보인 내용요소는 인간발달 과정, 인간발달 특성, 가족관계, 의사소통, 이성교제와 배우자 선택, 결혼과 가정의 의의, 가족의 기초개념 이해, 가족의 변화와 가족 문제 해결에 관한 내용요소이었다. <반복>을 보인 내용요소는 없었으나, <축소>를 보인 내용요소는 친구 관계, <격차>를 보인 내용요소는 5학년과 7학년의 ‘인간 발달 특성’, ‘성에 대한 이해 및 임신·출산’에 대한 내용요소였다. 교육과정을 연계성 측면에서 평가할 때, 발전으로 분석된 내용요소는 교육과정에 위계성을 가지고 적절하게 구성된 내용요소들로 평가할 수 있다. 그러나 반복이나 격차, 축소로 분석된 내용요소는 차기 교육과정 개정에서 이들 내용요소에 대한 재검토를 필요로 한다. 특히 축소로 분석된 ‘친구관계’와 격차로 분석된 ‘성에 대한 이해와 임신․출산’의 내용요소는 아동후기와 청소년기의 발달에서 또래관계의 중요성이나 사춘기가 조기화되는 발달의 측면을 고려할 때, 초등단계의 교육내용에 반영할 것을 제언한다.

교과로서의 가정과교육의 목표 규명을 위한 문헌 고찰 연구

왕석순 한국 가정과 교육 학회 2003 한국가정과교육학회지 Vol.15 No.2

이 연구는, 가정과교육의 교과로서의 목표 규명을 위한 연구로, 가정과교육 분야의 학문적 이론 정립을 위한 기초연구의 필요성, 그리고 교육과정에서 가정과교육의 필수교과로서의 입지를 다지기 위한 기초적인 논리 개발의 필요성에 근거하여 출발하였다. 이를 위하여, 국가수준의 교육과정 문서와, 해당 교과의 연구경향을 반영한 교과교육의 학술 연구논문들을 고찰의 대상으로 하였고, 그 결과를 목표 도출의 자료로 활용하였다. 그 결과, 다음과 같은 세 가지의 목표를 지식기반산업사회에서 가정과교육이 추구해야 할 교과로서의 목표로 도출하였다. 첫째, 자립적 생활인을 양성하기 위한 생활교과로서의 목표이다. 둘째, 개인적 능력의 개발과 관련한 목표로서, 다양한 생활장면에서 발생하는 문제를 발견하고 해결하는 실천적(practical)문제해결 교과로서의 목표이다. 실천적 생활인은 가정생활과 일터에서의 생활, 경력개발을 위한 개인적 일에서 조화를 유지하고, 이러한 다양한 생활장면에서 발생하는 여러 가지 문제를 실천적으로 해결할 수 있는 능력을 발휘하는 문제해결자이다. 셋째, 현대 사회에 적절한 새로운 가족의 문화를 창달하는 창조적 생활인을 양성하는 데 있다. 이 연구의 이론적 결과에 대한 비판적 검증이 후속연구에서 지속되어야 하며, 특히 이론적인 목표에 대한 전문가들의 합의를 도출하기 위한 검증절차로서 양적 연구방법을 적용한 연구가 후속연구로 이어져야 할 것이다. This study is designed to identify the goals of home economics education, starting from the needs for basic research to establish a theoretical framework in home economics and for the development of basic logics to strengthen the position of home economics education as a prerequisite course in a national curriculum To this end, this article thoroughly studied curriculum documents prepared at the national level and curriculum papers reflecting research trends of home economics education, using the results as data to identify the theoretical goals of home economics education The research results are as follows: First, home economics education should help students become independent members of society, on the basis of daily lives. Second, with respect to personal capability development, home economics education should help to identify and solve various life-related problems in a practical problem solving. Practical members of society should be able to maintain balance in family, job, and personal career, solving the aforementioned problems in a practical way. Third, home economics education should make contributions to promoting a creative family culture in which life styles tailored for personal needs are created (education for creative members of society) The theoretical results of the study should be verified in a critical manner, followed by quantitative research that will lead to agreement among experts as to the theoretical goals.

실과교과의 교수·학습 방법에 대한 교사들의 인식

왕석순 한국 가정과 교육 학회 2003 한국가정과교육학회지 Vol.15 No.1

This study examined teacher perception of the instructional method, activities and material in terms of class quality enhancement. Also this study established instructional method, activities and material application per 7th Practical Arts Education Course guidance domain, and type identification of the instructional method and activities unique to the practical arts curriculum. Conclusions: 1. Teachers consider the instructional method and material beneficial. However, in the item relevant to application of diverse instructional methods per specific teaching objective and educational content in the actual classroom, the highest percentage responding, 'relatively yes,' (39.7%), balanced out with those answering, 'no' (37.7%). 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain. 3. In each guidance domain, lecture method, problem-solving learning, cooperative learning, home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to provide such functional guidance in class. 4. In each guidance domain, role-playing, debate/discussion, case study, research, practical exercise and activity reporting were rated as essential teaching learning activities. 5. In each guidance domain, 'VCR', 'CD-ROM' and 'Web media' were identified as suitable instructional materials.

가정과교육에서 정보통신기술 활용 교수.학습전략 - 교수.학습 모형 및 교수.학습지도안 개발을 중심으로 -

왕석순 한국가정과교육학회 2001 한국가정과교육학회지 Vol.13 No.1

This study is based on education reforms related to strengthening information education in curriculums. This study develops and presents ' General Economics'Model Utilizing ICT(Information Communication & Technology) in Home Economics'which could be used as a concrete guidance and direction in teaching and learning Economics education in schools. To do so, this study reviews the necessity of adopting ICT in Home Economics instructional activities and it also reviews and analyzes previous studies of how ICT contribute to instructional activities. Such analysis was used as a theoretical basis for the Instructional Model. The Tool of ICT is a useful instructional strategy because it allows the learners'self-lead learning and Performance Assessment. Therefore the 'General Instructional Model Utilizing ICT'interprets the role of ICT tools to adequate class activities in each step of instruction which includes the conventional steps of introduction. development review and evaluation. It also develops and presents Lesson Plan that can be adopted in school education and thereby shows the possibility of practical application of the theory. This study has limits in that the Instructional Model and Lesson Plan are theoretical in nature. Therefore, in future studies it is desirable to critically review the Instructional Model an Lesson Plan and prove their applicability in real classes and the real learning effects.

제7차 가정과 교육과정에 따른 학교 인성교육 내용 체계화 방안

왕석순 한국가정과교육학회 2004 한국가정과교육학회지 Vol.16 No.2

가정과 교육에서의 양성평등 에 대한 토론

왕석순 한국가정과교육학회 2001 한국가정과교육학회 학술대회 Vol.2001 No.-

제7차 기술가정 교육내용 적정성 평가 - 가정과교육 영역을 중심으로 -

왕석순 한국가정과교육학회 2005 한국가정과교육학회지 Vol.17 No.4

고등학교 가정과 「가족」 영역에서의 양성평등 수업지도안 개발

왕석순 한국 가정과 교육 학회 2000 한국가정과교육학회지 Vol.12 No.3

This study was conducted with three objectives. First of all, we tried to find a momentum to boost the value of home economics education as a fixture of the curriculum by analyzing the relation between gender equity education and Home Economics Education. On the other hand, it suggests the need of gender equity education in Home Economics Education, the related measures and some applicable course of study And For the purpose of exemplification. this study was developed gender equity instruction in Home Economics Education. The results are as follows: First, the recent gender equity education in our education system can be interpreted as giving equal education opportunity and equal education objective. Therefore this kind of theory results in the education of Home Economics for both the male and female students. This result can be valued as boosting the availability of Home Economics Education and Providing a stepping stone for Home Economics Education Development. Second, the ultimate objective of Gender Equity Education is to cultivate a Person to be equipped with Gender Equity concept and to implement the concept. Therefore Home Economics Education (Ministry of Education. 1995) which has the ultimate objective of improving the quality of the individual and family life can be the most important curriculum for understanding the abstract concept of Gender Equity and Providing various practical contents. Third, the Gender Equity Education in Home Economics can be realized through the following measures: (1) The efforts to positively restructure the education contents after analysing and evaluating the education contents in terms of the Gender Equity concept. For the purpose of exemplification. this study was developed 'Gender Equity Instruction in Home Economics Education. (2) The development and application of an interesting course of study for both the male and female students. (3) Providing the proper teachers for the male students who want to choose Home Economics.