유아교원의 안전의식 및 교원연수에 대한 기초연구

한미영 ( Han Mi Young ),박춘성 ( Park Choon-sung ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.2

본 연구는 유아담당교원들의 안전의식 및 교원연수에 관한 기초연구를 목적으로 연구를 수행하였다, 본 연구의 목적을 달성하기 위하여 유치원·어린이집의 원장, 원감, 시설장, 교사 등 유아교육 종사자 119명을 표집하여 학교 안전 교육의 방법적 측면 조사, 학교 안전 의식 조사, 교원 연수 방법 조사, 안전의식 및 실태조사를 실시하였다. 결과에 의하면 유아교육 종사자의 안전의식은 높은 편이며, 안전교육 방법으로 가정을 포함한 생활 속에서의 안전교육을 선호하고 있는 것으로 나타났다. 또한 안전교육 연수 방안에 대하여 직급별 안전연수의 내용은 구분되어 시행되어야 하며, 실기위주 교육이 이루어져야 하고, 안전교육 교육과정 설계 방법, 수업과 연계한 안전교육 실시 방법이 연수내용에 포함되어야 하는 등의 결과를 도출하였다. 이러한 결과를 바탕으로 안전교육에 대한 제언을 하였다. Referring to the sense of physical, psychological, emotional freedom felt by students, teachers and other kindergarten personnel, school safety is an umbrella term that covers every step between children and personnel leaving home for school until their return. School safety has come to be a major problem in recent years, particularly in Sewol-ship down. Safety enables students, teachers, administrators and other school personnel to best meet their responsibilities. Resents years, Ministry of Education call for safety education. So, the purpose of this study is safety awareness and teacher training methods for enhance school safety. This study aims to evaluate the factors affecting school safety based on administrator and teacher views. The study was designed as “a survey and likert type answer questionnaire”. The universe of the study includes 122 kindergarten administrate, teacher. The results have shown that worker in infants institute views about the dimensions of kindergarten safety were on the level of seriously. According to t test results, a meaningful difference don`t exists between kindergarten and day care center views on school safety dimensions. The results suggested that teacher views about the dimensions affecting school safety are on the level serious. It should be realized that there is no one right strategy valid for every students or in every situation in order to prevent violence at schools. The following may be recommended: Teacher with infants may be trained in line with their needs.

The Influence of Safety Climate, Safety Leadership, Workload, and Accident Experiences on Risk Perception: A Study of Korean Manufacturing Workers

오세진,나루디아,문광수 한국산업안전보건공단 산업안전보건연구원 2018 Safety and health at work Vol.9 No.4

Background: The purpose of this study was to identify the influence of workers’ perceived workload, accident experiences, supervisors’ safety leadership, and an organization’s safety climate on the cognitive and emotional risk perception. Methods: Six hundred and twenty employees in a variety of manufacturing organizations were asked to complete to a questionnaire. Among them, a total of 376 employees provided valid data for analysis. To test the hypothesis, correlation analysis and hierarchical regression analysis were used. Statistical analyses were conducted using IBM SPSS program, version 23. Results: The results indicated that workload and accident experiences have a positive influence and safety leadership and safety climate have a negative influence on the cognitive and emotional risk perception. Workload, safety leadership, and the safety climate influence perceived risk more than accident experience, especially for the emotional risk perception. Conclusion: These results indicated that multilevel factors (organization, group, and individual) play a critical role in predicting individual risk perceptions. Based on these results, therefore, to reduce risk perception related with unsafe behaviors and accidents, organizations need to conduct a variety of safety programs that enhance their safety climate beyond simple safety-related education and training. Simultaneously, it needs to seek ways to promote supervisors’ safety leadership behaviors (e.g., site visits, feedback, safety communication, etc.). In addition, it is necessary to adjust work speed and amount and allocate task considering employees’ skill and ability to reduce the workload for reducing risk perception.

중학교 가정과 수업을 위한 ‘안전’ 주제 중심 통합 교수·학습 과정안 개발

김남은,채정현,조재순 한국가정과교육학회 2016 한국가정과교육학회지 Vol.28 No.1

The purpose of this study was to develop the safety theme-based integrated teaching·learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one OO Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching·learning process plans developed finally included the seven integrated themes, which were ① dietary life safety, ② adolescents' sex and safety, ③ adolescents' relationships with friends and safety, ④ family life and safety, ⑤ dwelling life and safety, ⑥ adolescents' egos and safety, and ⑦ social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching·learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching·learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' 이 연구의 목적은 교육과정 분석과 학습자의 요구조사를 통하여 중학교 가정과 수업을 위한 ‘안전’ 주제 중심 통합 교수・학습 과정안을 체계적이고 타당하게 개발하여 가정과교사들이 교실현장에서 안전교육을 용이하게 실시할 수 있도록 안내하여 궁극적으로 청소년들이 안전한 생활을 실천하도록 기여하는데 있다. 이를 위해서 우선, 1차에서 2015 개정 가정과 교육과정의 안전교육 내용의 분석 및 부산지역 여자 중학교 512명을 대상으로 실시한 안전교육 요구도를 바탕으로 안전 내용 요소를 도출하였다. 그리고 주제선정기준에 의해 7가지 통합 주제를 선정하고 각 통합주제별로 주제망을 구성하여 가정과 ‘안전’ 주제중심 교육과정과 학습자료를 개발하였다. 연구 결과, 가정과는 1954년에 제정된 1차부터 2015 개정 교육과정 시안에 이르기까지 안전에 대한 내용을 지속적으로 표기하고 있었다. 학생들의 안전교육 요구가 가장 높게 나온 내용요소는 성폭력 및 성매매 예방과 대처방법이고 자살예방 및 대처방법, 집단따돌림 순으로 높게 나타났으며 가장 낮게 나온 항목이 정리정돈이고 42개 모든 항목에서 ‘필요하다’ 이상의 결과를 나타내었다. 이 연구에서 개발한 가정과 수업을 위한 ‘안전’ 주제 중심 통합 교육과정은 식생활안전, 청소년의 성과 안전, 청소년의 친구관계와 안전, 가족생활과 안전, 주생활과 안전, 청소년의 자아와 안전, 사회 환경과 안전의 7가지 통합주제를 선정하고, 각 통합주제에 따라서 3~6개씩 총 28개의 소주제(35차시 분)가 구성되었으며 이를 교실현장에서 손쉽게 실행할 수 있도록 구체적으로 안내하는 교수・학습 과정안 총 28편(35차시분량),과 다양한 학습자료 (PPT 28개, 동영상자료 25편, 읽기자료 4편, 학습지 61개, 활동지 14개, 평가지 16개, 테스트지 3개, 참고자료 2개, 학습자료 모형 4개(냉장고 모형, 토론신호등, 식판모형과 음식스티커, 푸드마일리지 카드)로 총 157개를 개발하였다. 본 연구는 7개 통합 주제를 중심으로 교육과정 개발에 초점이 있기에 우선순위에서 제외된 의생활과 안전, 갈등과 안전, 직업생활과 안전, 소비생활과 안전 주제 중심 교육과정 개발과 함께 이를 현장에 적용하여 학생들의 안전의식과 행동 및 태도변화에 대한 후속연구가 필요하다.

소규모 제재업 사업장에서 안전통로가 안전관련 변인 지각에 미치는 효과: 탐색적 연구

이홍석 ( Hong Suk Rhee ),문광수 ( Kwang Su Moon ),이계훈 ( Kye Hoon Lee ),이재희 ( Jae Hee Lee ),오세진 ( She Zeen Oah ) 한국안전학회(구 한국산업안전학회) 2016 한국안전학회지 Vol.31 No.3

This study examined the effects of safety-aisle on the safety climate, safety leadership, safety behavior, work loading and perceived accident risk in the small sawmilling industry. We distributed a questionnaire that measured various demographic variables, safety related variables by mail to 200 sawmilling companies. Finally 59 managers’ and 129 workers’ questionnaires were used for data analysis. An independent t-test was conducted to identify significant mean differences of safety related variables between safety-aisle installed and non-installed companies. Results indicated that mean differences of safety climate and safety behavior between safety-aisle installed and non-installed companies were significant. However, mean differences of safety leadership, work loading and perceived risk were not significant at the p < .05 level. Based on these results, the implications of this study and suggestions for future research were discussed.

치기공과 학생들의 실습 중 안전에 대한 안전교육 요구도 특성

박종희 대한치과기공학회 2006 대한치과기공학회지 Vol.28 No.1

This study purposed to offer basic data for safety education of the dental laboratorytechnology after the investigation of how much the students in the dept. of dentallaboratory technology are aware of the danger of each instrument, equipment orlaboratory procedure that they use during laboratory and how much they demand safetyeducation for this. The objects for this study were 423 students who were in the dept. of dental laboratorytechnology. In this regard, four colleges which have the dept. of dental laboratorytechnology were randomly selected to do a questionnaire survey. SPSS 12.0 was used toanalyze the collected data. The results were as follows: As for satisfaction with their major, the respondents answered Satisfied (59.1%),Average (35.5%) and Dissatisfied (5.4%). In terms of the production process of a partialdenture, they considered casting, polishing the casting body, polishing denture and burnout were most dangerous in order. As for the production process of a full denture, whatthey regarded as the most dangerous in order was polishing denture, deflasking and waxwash. Regarding the laboratory procedures of porcelain material, casting, trimming castingbody, polishing porcelain material and burn out were the most dangerous procedures thatthey perceived. With regard to materials for use, alcohol, polishing, metal and wire werethe most dangerous ones they thought. As for the handling characteristics of eachmaterial, small towns showed a higher demand for safety of the handling characteristicsof alcohol. In terms of school year and sex, juniors and girls had higher scores in thedemand for safety of the handling characteristics of acid. Regarding the handling characteristics of each equipment and instrument, all of smalltowns, juniors and girls showed the highest demand for safety of the handlingcharacteristics of alcohol lamps. With regard to scores in the demand for safety of othercharacteristics, all of small towns, juniors and girls had the highest demand for safety ofemergency treatment. Concerning the demand for safety education by the completion ofsafety education, in terms of each material, highest was the demand for safety of acidfrom the group which completed safety education. In regard to equipments andinstruments, when it came to the demand for safety of the handling characteristics ofcasting machine, the educated group’s demand for safety of acid was higher. Regardingother characteristics, the group which was not educated gained higher scores in thedemand for safety of emergency treatment. 11. In all areas(materials, machines and others), small towns, girls and juniors showedhigher scores in the demand for safety. Based on the above results, it was found that when students conduct the laboratory ofdental technology, they would think that many materials, instruments or equipments foruse are very dangerous. However, safety education was not fully given to them.Regarding the scores in the damned for safety education, the highest was 4.16 and thelowest was 3.43, which suggests that the scores were generally very high. In this regard,it is necessary to continue delivering a systematic safety education of materials,equipments or instruments used during the laboratory of dental technology. Therefore, through the analysis of each material, instruments or facility used in everylaboratory and each process, safety accident types and accident risk factors should beinvestigated to develop educational materials for this. Moreover, it is required to opensafety education as a single course of study or insert safety contents of all materials andmachines into the class of dental laboratory instrument or dental materials for thepurpose of a systematic and thorough safety education to prevent a safety accident duringlaboratory.

ESG 경영을 위한 스포츠지도자의 안전행동 연구

정권혁,설민신 한국체육과학회 2024 한국체육과학회지 Vol.33 No.1

This study aims to confirm the relationship between the safety attitude and safety-seeking behavior of arts and physical education instructors and the mediating effect of safety awareness. Accordingly, convenience sampling among non-probability sampling methods was used based on a total of 300 research subjects, and 279 actual questionnaires were used as data for this study. Accordingly, the results of this study are as follows. First, it was found that there was a significant relationship between the safety attitude and safety awareness of arts and physical education instructors. Second, it was found that there was no significant relationship between the safety attitude and safety-seeking behavior of arts and physical education instructors. Third, it was found that there was a significant relationship between the safety awareness and safety-seeking behavior of arts and physical education instructors. Fourth, as a result of verifying the mediating effect of safety awareness in the relationship between the safety awareness and safety-seeking behavior of arts and physical education instructors, a complete mediating effect was found.

2022 개정 초등학교 교육과정에서의 안전교육 반영 양상 분석

강지영,류영휘,장연우,허예지 인하대학교 교육연구소 2023 교육문화연구 Vol.29 No.4

This study aims to investigate how to strengthen safety education in elementary schools by examining its integration in the revised 2022 national curriculum. Content analysis of the revised national curriculum document reveals that the updated general guidelines now include statements that solidify the support for safety education within the school system. Additionally, the revised general guideline places emphasis on experience-based safety education and the integration of safety education with subject areas and Creative Experiential Activities. Notably, the revised curriculum presents Creative Experiential Activities as "guidelines" for teachers to follow or as an "example" to refer to, rather than establishing them as an independent "area" as in the 2015 revised national curriculum. There has been a reduction in the number of "achievement standards" directly addressing safety-related content across most subject areas, while safety-related content is presented as the "context" or the "ways" for teachers to incorporate standards into their curriculum. Furthermore, the revised curriculum highlights safety education during experiments, practical activities, and in overcrowded areas as essential aspects of teaching and learning. Additionally, safety and health are newly included as learning content. The findings indicate that the incorporation of safety education into the curriculum has become more diverse. However, caution is needed to prevent a decline in safety education within schools as a result of the reduction of achievement standards. The study proposes policy recommendations to reinforce and validate safety education in elementary schools

안전·재난 관리 체계에 관한 비교법적 검토와 시사점

김동주,노명선 경희대학교 법학연구소 2018 경희법학 Vol.53 No.4

As the Korean society had to undergo major accidents such as Sewol Ferry or the Western Sear Ferry tragedy, questions have constantly arisen over the nation’s management system and its obligation as a supervisor, over how to secure procedural stability and reliability. Although there has been some ongoing effort to improve the system by revising the related laws, the writer believes that further improvement including the legislative reform is indispensable. The paper will discuss this issue in the following steps: (1) conducting compartive analysis on the nation’s management system and the legislative system of disaster and safety matters, (2) figuring out the problems of disaster and safety issues at each stage, (3) analyzing problems regarding the nation’s related laws by reviewing legal cases, and (4) suggesting plans to resolve the problems. Throughout the aforementioned procedures, the writer has concluded that (1) the legal terms should be further clarified, (2) the national emergency management system should be enacted as a law, (3) professional human resources for disaster and safety management should be developed (4) volunteers should be well trained for safety issues, (5) the role of the local governments should be reinforced, and (6) the constitutional law should include public safety and security as a fundamental human right. Moreover, the writer suggests the direction of the legislative reform over the relevant laws including the Emergency Safety Management Act. The paper also puts forward that safety-related manuals should be designed in details, so that they could be the guidelines to cope with disasters and other safety issues anytime. 우리나라는 세월호, 서해페리호(훼리호)침몰사고 등의 대형 사건·사고를 겪으면서 국가의 안전 관리체계, 감독의무, 절차상 안정성과 신뢰성 확보에 관한 의문이 끊임없이 제기되어오고 있다. 법률개정을 통해 위의 문제점들을 보완해가고 있지만 아직 개선의 여지가 남아있고 필자 역시 대다수가 주장한 의문과 법률적 개선의 필요성에 동의하는 입장이다. 따라서 본고(本稿)에서는 안전·재난관리 법제의 개선방향을 제시하기 위하여 첫째, 국가의 안전·재난의 관리체계와 법률체계로 구분한 비교법적 검토 둘째, 안전·재난사고의 단계별 문제점 그리고 셋째, 판결을 통해 우리나라의 법률상 문제점을 확인하여 넷째, 최종적인 개선방안을 제언하는 내용으로 구성하였다. 구체적으로, 우리나라의 안전·재난 관리체계와 판례(서울중앙지법 2016. 6. 3., 선고, 2011가합97466, 2015가합24121, 판결 등) 분석을 통하여 우리나라의 법규정상 용어 정의 명확화, 국가위기관리의 실효적인 법제화, 안전·재난 인재양성, 안전·재난시 자원봉사자 능력 배양, 지방자치단체역할 강화, 국민안전보장이 헌법상 기본권으로 보장되어야 할 필요성을 강조하였다. 나아가 외국의 입법례를 우리나라의「재난 및 안전관리 기본법」을 비롯한 안전·재난 관리체계에 관한 법제도 개선방향을 제시하고, 안전·재난 사고 시 관련 매뉴얼을 구체적·세부적으로 작성하여 안전·재난 사고에 적절하고도 신속히 대응하여야 한다는 점을 제언하였다. 향후 국제사회는「재난 및 안전관리」의 주된 논점으로 제기되는 안전·재난 체계의 Sustainability(지속가능성)과 Resilience(회복력)등에 관한 논의가 활성화되기를 기대해본다.

지역사회 안전문화정착과 시민안전의식 및 범죄두려움의 관계

김찬선,윤태관,박현호 한국융합과학회 2019 한국융합과학회지 Vol.8 No.1

Purpose : The purpose of this research is to study the safety culture establishment in local community and to find the relationship between citizen safety consciousness and the fear of crime. Method : This research used stratified cluster random sampling method to collect 100 people from Gangdong region, 100 people from Gangseo region, 100 people from Gangnam region, 100 people from Gangbuk region, 100 people from Junggu region, a total of 500 people for 30 days from October 1st to October 30th. SPSSWIN 18.0 program was used to conduct factorial analysis, reliability analysis, and regression analysis of the research. Conclusion : The results of the research are as follows. First, the establishment of safety culture influences the citizen safety consciousness. Efforts to establish safety culture and communication increases the necessity of safety education. It also increases community spirit and the desire to follow the safety rules. The expertise of local community manager, communication, and the efforts to establish safety culture related to safety rules and procedures increase consciousness to manage danger. The efforts to establish safety culture related to communication increase the understanding for safety. Second, the establishment of safety culture influences the fear of crime. It is shown that the lack of expertise of the local community manager negatively influences the fear for crime. Also, if the consciousness for safety actions are higher, the efforts to reduce social disorder increases. Third, citizen safety consciousness influences fear for crime. The continuous understanding of safety is effective in overcoming the fear for crime. On the other hand, if the citizen consciousness regarding safety procedures do not form well, the fear for crime decreases. Continuous learning of safety issues can hugely help overcoming the fear for social disorder. It will also help overcome the fear for crime and harm experience. 연구목적 : 본 연구는 지역사회 안전문화정착과 시민안전의식 및 범죄두려움의 관계를 규명하는데 연구의 필요성 및 목적이 있다. 연구방법 : 본 연구는 서울특별시 거주민들을 대상으로 2018 년 10월 1일 ~ 10월 30일 까지 약 30일간 한강을 기준으로 유층집락무선표집법을 이용하였으며 강동지역 100명, 강서지역 100명, 강남지역 100명, 강북지역 100명, 중구지역 100명 등 총500명을 대상으로 하였다. 입력된 자료처리는 SPSSWIN 18.0 프로그램을 활용하여 요인분석, 신뢰도분석, 회귀분석 등의 방법을 이용하여 연구를 수행하였다. 결론 : 본 연구의 결과는 다음과 같다. 첫째, 안전문화정착은 시민안전의식에 영향을 미친다. 의사소통 및 안전행동에 대한 안전문화 정착노력은 안전교육 필요성에 대한 의식을 높여준다. 의사소통 및 안전행동에 대한 안전문화 정착 노력은 공동체의식을 증대시켜준다. 의사소통 및 안전행동에 대한 안전문화 정착 노력은 안전규칙 준수의식을 높여준다. 지역사회관리자의전문성, 의사소통, 안전수칙절차와 관련된안전문화 정착 노력은 위험처리방식에 대한 의식을 높여준다. 의사소통과 관련된 안전문화 정착의 지속적인 노력은 안전이해도를 높여준다. 둘째, 안전문화정착은 범죄발생두려움에 영향을 미친다. 지역사회관리자의 전문성이 부족하면 범죄발생두려움에 부적인 영향을 미치는 것으로 나타났다. 또한 안전행동에 대한 의식이 높을수록 지역사회무질서를 감소시키고자 하는 노력은 증대된다. 셋째, 시민안전의식은 범죄발생두려움에 영향을 미친다. 안전이해도에 대한 지속적인 노력이 뒷받침 될 경우 범죄발생두려움을 극복하는데 매우 효과적이다. 반면, 안전규칙과 관련된 시민의식이 잘 이루어지지지 않을 경우 범죄발생두려움은 감소한다. 안전이해도에 대한 지속적인노력은 지역사회무질서에 대한 불안감을 극복하는데 큰 도움을 줄 수 있다. 안전이해도에 대한지속적인 노력이 뒷받침 될 경우 범죄염려 및 피해경험에 대한 불안감을 잘 극복할 수 있다.

한국과 일본의 학교 안전교육 비교 연구(Ⅱ) - 학교 안전교육의 지도내용 및 교육방법을 중심으로 -

유병열,손은혜 서울교육대학교 초등교육연구원 2019 한국초등교육 Vol.30 No.2

This study was a follow-up study of the comparative study of school safety education in Korea and Japan, with the aim of finding significant implications for the improvement, development and practice of school safety education in Korea by comparing the contents of school safety education and guidance methods in both countries. The areas of school safety education are divided into seven safety categories in Korea, and are divided into 25 divisions and 56 groups in particular. In Japan, the areas of school safety education are divided into nine to 10 areas. In addition, health education and school lunch(meals) education are covered in separate areas. Based on these distinctions, both countries have guided school safety education through links to various subjects and extracurricular activities. In order to accomplish the purpose of the study, we compared and analyzed the areas and contents of school safety education in Korea and Japan, as well as teaching contents and teaching strategies and found some important implications. First, in the case of Korea, safety education for tsunamis, radiation and volcanoes is relatively weak compared to Japan, which requires improvement. Second, it is desirable in that the two countries' educational methods habituate students' appropriate behavior regarding safety and ability to practice with a focus on practical training and experience. Third, in Korea, we need to make more efforts to strengthen and stabilize safety education in relation to education. Fourth, in addition to practice and experience, efforts need to be strengthened to deepen intellectual understanding about safety and to enhance thinking and make thoughtful decisions, as well as improve problem=solving skills etc. Finally, it is crucial to encourage students to be more self-directed and creative so they can actively participate in investigating various topics on safety. 본 연구는 한국과 일본의 학교 안전교육 비교 연구(Ⅰ)의 후속 연구로서 양국의 학교 안전교육 내용 및 지도 방법 측면을 중심으로 비교하여, 이를 통해 한국의 학교 안전교육의 개선과 발전 및 실천에 유의미한 시사점을 찾는 데 목적이 있었다. 학교 안전교육의 영역을 한국의 경우 7대 안전으로 구분하 여, 25개의 중분류와 56개의 소분류로 구체적으로 구분되어 나뉘는데, 일본의 경우, 크게 생활 안전, 교통안전, 재해안전으로 구분하여 하위 9~10개의 영역으로 구분하고, 학교 보건교육 및 급식교육을 별도 영역으로 다루고 있다. 이러한 구분을 토대로 양국은 학교 안전교육을 여러 교과와의 연계, 교과 외 활동 등을 통해 지도해오고 있다. 본 연구에서는 한국과 일본의 학교 안전교육의 영역 및 내용을 비롯하여, 교과별 지도 내용과 지도 방법을 비교하고 분석하였는데, 이를 통해 몇 가지 중요한 시사점 을 찾았다. 첫째, 한국의 경우 쓰나미, 방사능, 화산 등에 대한 안전교육이 일본에 비해 상대적으로 약 하게 구성되어 있어 개선이 요청된다. 둘째, 양국의 교육 방법이 실습과 체험 중심으로 학생들의 안전 한 행동 기능과 실천 능력을 습관화한다는 점에서 바람직하다. 셋째, 한국의 경우 교과 교육과 연계한 안전교육의 강화 및 내실화에 보다 더 노력할 필요가 있다. 넷째, 실습과 체험 방식에 더하여 안전에 관한 지적 이해의 심화와 사고ㆍ판단력, 합리적 의사결정력, 문제해결력 등을 증진하기 위한 노력이 강화될 필요가 있다. 마지막으로 학생들이 스스로 안전에 관한 문제를 찾아 탐구하고 해결하며 개선해 가는 등 학생들의 자기주도적이고 적극적, 창의적인 안전교육 방법들로 발전시켜 가는 노력이 요구된 다. 이상의 시사점을 토대로 앞으로 한국의 학교안전교육이 학교 안팎의 다양한 지원과 연구를 통해 보다 체계화될 것으로 기대된다.