부엌 공간의 유니버설 디자인 고찰

장상옥,신경주 漢陽大學校 韓國生活科學硏究所 2002 韓國 生活 科學 硏究 Vol.- No.20

The kitchen is clearly the hub of most households, but for the elderly and the aging person with failing eyesight it is also the environment upon which them self-determination hinges. The purpose of this study is to provide desirable physical environment planning of universal design for kitchen. For the study literature analysis method was used and the data were mostly from the United States. The gathered data were classified into the kitchen planning and remodeling, the kitchen design for the elderly and the low-vision elderly, universal design kitchen features, and universal design kitchen products. The major findings of this study are as follows: The kitchen floor plans, U-shaped or L-shaped arrangements works best because they afford plenty of maneuvering space in a small area. The concept of universal design kitchen features is supportive (ease of operation and maintenance), adaptable (possess features that serge a variety of users), accessible (accessible to users), and safe (provide for life span) design. The design of kitchen for the elderly and the low-vision elderly should focus on the maintaining his or her independence. Universal design kitchen products are accessible kitchen cabinets, motorized counter systems, side-by-side refrigerator with ice and water dispenser, kitchen sinks, and dishwashers.

한국과 일본의 중등 가정 교육과정에 명시된 녹색생활교육

장상옥,이연숙,박미정,조재순 한국가정과교육학회 2011 한국가정과교육학회지 Vol.23 No.2

The purpose of this study was to examine the elements of green life education reflected in the Korean and Japanese secondary school Home Economics curricula. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has more reinforced in recent revised Home Economics Curricula of both countries. Thus the 2007 revised secondary school Home Economics Curriculum of Korea and 2008 revised middle school and 2009 revised high school Home Economics Curriculum of Japan were analyzed. The content analyses were done to examine the elements of green life education reflected in ‘Characteristics and Objectives’, ‘Contents’, and ‘Teaching·learning/Contents dealing Strategies’ parts of the curriculum through two checking steps. The elements of green life education were included in all parts of the Home Economics Curricula of both countries except the ‘Characteristics and Objectives’ part of Japanese Curriculum. In both the Korean and Japanese Curricula, the element of green life was the most frequently and concretely reflected in the ‘Contents’ part, contrary to the ‘Characteristics and Objectives’ part where the element was the most rarely and abstractly reflected. The practical aspects of the green life education were more emphasized than the theoretical ones in both countries' curricula. The green life educational elements need to be included in all parts of Home Economics curriculum with concrete manner to ensure these elements to be reflected in Home Economics textbooks and to be actively implemented in classroom. 이 연구의 목적은 한국과 일본의 중등 가정 교육과정의 성격, 목표, 내용, 교수ㆍ학습방법, 평가/내용취급에 명시된 녹색생활 교육내용의 관점을 비교ㆍ분석하는데 있다. 한국의 2007 개정 교육과정의 중학교 기술ㆍ가정, 고등학교 기술ㆍ가정, 가정과학과 일본의 2008 고시 중학교 기술ㆍ가정, 2009 고시 고등학교 가정기초, 가정총합, 생활디자인의 교육과정을 분석하였다. 한국과 일본의 가정 교육과정 분석결과, 양국 교육과정의 ‘성격’, ‘목표’, ‘내용’, ‘교수ㆍ학습 방법, 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.

在韓 西歐人의 住居空間 使用 行態 및 要求 分析 : 현관, 욕실, 세탁실을 중심으로 Focus on the Entrance, Bathroom and Laundry

장상옥,신경주 대한건축학회 2004 대한건축학회논문집 Vol.20 No.6

The aim of this study was to investigate the behavior of space usage of Westerners' housing in Korea. For this study, survey and depth-interview method were used for data collection. The questionnaires were distributed to 190 Westerners who currently reside in Seoul and Busan of Korea in October 2002 and March 2003. The number of respondents analyzed in the study was 76 in total. The depth-interview was conducted on 11(15%) of the respondents. The main items of the questionnaire asked about their behaviors and demand of the entrance, bathroom and laundry on housing in Korea. The major findings were as follows: 1) Most of the respondents took off their shoes at the entrance and store shoes in the shoe cabinet. Westerners followed the custom of taking off shoes inside the Korean houses. They appraised the good characteristics of Korean houses were the entrance and shoe closet. 2) In the bathroom, Westerners requested enough storage space and bathroom fixtures that meet their body size. Accordingly, these request should be considered. 3) The Westerners wanted clothing related work to be done in the laundry; therefore, this area should be large enough to place a washer, dryer, and ironing board. Also, our results can contribute to future study on the improvement of Korean houses and point to the good characteristics of Korean houses that may be pass down to the next generation.

일본 중등학교 가정교과서 주생활영역의 교육내용 분석

장상옥 한국가정과교육학회 2010 한국가정과교육학회지 Vol.22 No.4

The purpose of this study is to obtain a suggestion for writing, revising, and reorganizing for the current Korean Home Economics Textbook. To achieve this goal, the housing unit in the Home Economics curriculums from eight kinds of Japanese textbooks were analyzed. The subject of analysis was Technology Home Economics textbook Home Economics Part 2 volumes used in middle school 2009 and Home Economics Synthesis 6 volumes in high school. Contents of main text, terminology, reading material, tables and activities were analyzed. The suggestions of this analysis are as followings. First according to the increase of the level of school, if the field of housing is organized to be intensified systematically with relation to education, the goal of the subject would be clearly realized to the students. Thus, the middle school curriculum and textbook of housing field should be constructed with the consideration of education level according to the grade and the level of school. The method of intensive education in single point of time would result in low efficiency so the current curriculum should be re-considered. Second, perspective of resident,local community, terrain environment, housing culture should be included in housing education so that the learner may value the relationship between him and the society, think of the earth environment, succeed and advance the traditional culture. Third, the curriculum of the housing field should be organized with the consideration of understanding the level of middle, high school students. Middle school, with their student's low understanding, should include more experiential activity such as experiment and practice in their curriculum. On the other hand, curriculum which can enable student to research problems on their own and to apply them in their real life is required in high school course. 본 연구는 일본 중등학교 가정 교과서 주생활영역 교육내용 분석을 통하여 우리의 가정 교과서 주생활영역 집필, 내용 수시보완 및 교육내용 재구성 시의 시사점을 얻고자 하였다. 분석대상은 현재 사용되는 2009년판 중학교의 ‘기술ㆍ가정’ 교과서 ‘가정분야’ 2종과 고등학교의 ‘가정총합’ 6종이며, 분석내용은 외형체제, 본문내용, 용어해설, 읽기자료, 표자료 및 활동자료의 내용이었다. 연구결과의 시사점은 다음과 같다. 첫째, 주생활영역의 교육내용을 학교급의 증가에 따라 학습의 연계성을 갖고 계통성있게 심화할 수 있도록 구성하면, 주생활영역의 학습목표를 학생들에게 명확하게 구현할 수 있을 것이다. 따라서 앞으로 개정되는 중등학교 교육과정과 가정교과서의 주생활영역은 학년별, 학교급별로 교육내용의 연계성을 갖도록 구성한다. 아울러 2009년교육과정에 제시된 한 시점에 집중이수하는 방식은 교육효과가 낮을 것이므로 교육과정의 검토가 요망된다. 둘째, 주생활영역의교육내용 구성 시 관점은 생활의 주체인 개인이나 가족을 중심으로 주거환경, 근접환경, 광역환경 차원을 반영하여 학습자가 자신과 사회와의 관계를 중시하고, 지구환경을 생각하며, 전통문화를 계승ㆍ발전시킬 수 있도록 구성한다. 셋째, 주생활영역의 교육내용 구성 시 수준은 학교급별 이해수준을 감안하여 이해도가 낮은 중학교에는 실험이나 실습과 같은 체험활동을 포함하고, 고등학교에는 스스로 문제를 연구하고 실생활에 적용하며 실천할 수 있도록 구성한다.

보고편 - 제49차 춘계학술대회 ( 주제 : 사회정의와 가정의 역할 ) 분야별 논문발표 - 주생활 분야 : 우리나라 소음 공해 문제의 변천

장상옥,신경주 대한가정학회 1996 Human Ecology Research(HER) Vol.34 No.3

한·일 기거양식의 변천비교 : 삼국시대부터 1990년대까지

장상옥,신경주 漢陽大學校 韓國生活科學硏究所 2003 韓國 生活 科學 硏究 Vol.- No.21

The purpose of this study was to compare and predict the seating styles between Korea and Japan from a historical view. For this study, documentary research methods were used. The major findings of this study were as follows: There are similarities and differences points in the seating style in Korea and Japan. The similarities the changing point of the seating style in both countries was the influence of the Western culture from the late 1800s. At that time, the seating style of the upper class was more orientated towards the chair-seating style, while the lower class was more floor-orientated. It took a long time to change the seating style in both countries from floor-seating to chair-seating. There was a cultural conflict with the chair-seating style regarding the housing floor plan and furniture. This means even though housing designs have changed more toward the "Western design," some traditional elements, like a floor-seating style still remain in both Korea and Japan. The current orientation of seating style is toward the chair-seating style. The differences; the period of the change of the seating style was different in both countries. Korea has changed their seating style slowly, but Japan has changed faster than Korea. It depended on the encouragement of the Government, the period of economic growth, floor materials and posture of the body in seating style. The chair-seating style has been populated widely spread in Korea from the 1970s, while in Japan from the mid 1950s. Nowadays, in Japan some of them missed their traditional floor-seating style and want to change the seating style because of their small house size. However, in Korea this phenomenon is not occurring.

가정교과에서의 녹색생활 교육과 실천 사례

장상옥,박미정,이연숙,조재순,황귀련 한국가정과교육학회 2010 한국가정과교육학회 학술대회 Vol.2010 No.-

[일과 가족 - 주거학] 맞벌이 가정의 주부와 남편이 보는 가사분담과 가사공간

장상옥 가정과삶의질학회 2005 가정과삶의질학회 학술발표대회 자료집 Vol.2005 No.5

한국과 일본의 초등학교 실과/가정 소비생활 영역의 교육과정과 해설서 및 교과서의 내용요소 비교

장상옥 한국실과교육학회 2013 한국실과교육학회지 Vol.26 No.3

This research analyzed the qualitative comparison between materials from Korean and Japanese elementary Practical Arts/Home Economics curricula, its guides and textbooks. The following results were obtained. First, there were difference between the two countries in terms of the number of content elements, variety and point of view presented in the curriculum and it's guide. The number of content elements in Korean curriculum was 13, exceeding Japanese curriculum which is 10. Also the variety of Korean curriculum, which dealt with living resources, environment, time and allowance management was more than that of Japan which dealt with the use of object and money, purchase, and environmental consideration. While Korean curriculum aimed macroscopically for promotion of wise consumer with fine resource management, Japanese curriculum aimed microscopically for the use and purchase of eco-friendly goods. Second, both countries’ textbooks reflected the content elements of the field of consumer area, however Korean textbook differed in some conceptual contents among different publishers while those of Japan straightforwardly reflected the curriculum guide. When viewing these content elements in detail, the notion of resource was similar while some difference existed between the two countries in the field of resource variety and importance of the management. Also, Korean textbook focused only in natural environment while Japanese textbook also focused in human environment, making a difference in the contents of environment. In the field of life resources and consumption, Korean textbook developed its content related to the earthly environmental issues while Japanese textbook focused in product purchase. Therefore it is proposed that the curriculum developer and writer should take into consideration that qualitative difference in textbook content could occur in accordance with the interpretation of curriculum, and indicate the main content of the curriculum clearly for the writer to understand while also presenting concrete achievement criterion. The textbook writer should understand the contents clearly before writing textbook by participating workshops in order to precisely. Teacher is advised to understand the existence of reflection of contents and their qualitative difference among different textbooks and precise caution is needed when selecting the textbook. 이 연구는 한국과 일본의 초등학교 실과/가정 소비생활 영역의 교육과정과 해설서 및 교과서의 내용요소를 질적으로 비교 분석하여 다음과 같은 연구결과를 얻었다. 첫째 양국 교육과정과 해설서에 제시된 내용요소의 개수, 종류와 관점 면에서 차이가 있었다. 내용요소의 개수는 한국이 13개로 일본의 10개보다 더 많았고, 그 종류는 생활자원, 환경, 시간관리, 용돈 관리를 다루는 한국이 물건과 금전의 사용과 구매 및 환경 배려 연구를 다루는 일본에 비하여 많았다. 관점은 한국이 자원관리를 잘하는 현명한 소비자 육성을 목표로 거시적으로 보는 반면 일본은 환경을 배려하는 물건 사용과 구매를 잘 하는 소비자를 목표로 미시적 관점에서 접근하고 있다. 둘째, 양국 소비생활 영역의 내용요소는 전반적으로 교과서에 반영되어 있는데 한국의 경우 일부 내용요소는 교과서간 개념 차이가 다소 보이나 일본의 경우는 해설서 내용이 구체적으로 반영되어 있다. 내용요소를 세부적으로 비교하면 자원의 의미는 유사하나 자원의 종류와 관리 중요성에는 다소 차이가 있었고, 환경은 한국이 자연환경에 초점을 두나 일본은 인적환경에도 초점을 두어 환경 배려 생활 내용에 차이가 있다. 생활자원과 소비는 한국이 지구환경 문제와 관련하여 전개하나 일본은 물건 구매와 환경배려 연구에 초점을 두는 차이가 있다. 따라서 교육과정 개발자나 집필자 측에서는 교육과정의 해석에 따라 교과서 내용요소의 내용에 질적인 차이가 날 수 있음을 감안하여 교육과정의 주요 내용요소를 집필자가 정확하게 이해할 수 있도록 그 의미를 명료하게 서술하고 성취기준도 구체적으로 제시할 필요가 있다. 교과서 집필자 측에서는 교육과정의 내용을 더 잘 이해하기 위해 교과서 개발 전에 교육과정 집필자와 함께 하는 연수 등을 통해 각 내용 및 내용요소에 대한 충분한 파악이 선행되어야 할 것이다. 교사 측에서는 교과서별로 내용요소의 반영 정도와 그 내용의 질적 차이가 존재함을 이해하여 교과서 선정 시는 세심한 주의가 필요한 시사점을 얻었다.

유아교육기관의 물리적 환경 관련 연구 동향

장상옥 한국영유아교원교육학회 2015 유아교육학논집 Vol.19 No.5

본 연구의 목적은 유아교육기관의 물리적 환경 관련 연구의 동향을 파악하여 앞으로의 연구 방향을 제시하는데 있다. 이를 위해 1995년부터 2014년까지의 한국연구재단 등재(후보)지 116편의 연구 시기별 연구 주제, 연구 대상, 연구 유형을 분석하였다. 유아교육기관의 물리적 환경 관련 논문은 1990년대 후반기부터 2010년 전반기까지 꾸준히 증가하는 추세이며, 주로 유아교육 계열과 건축ㆍ디자인 계열 학술지에 게재되는 경향이었다. 연구 주제는 유아교육기관에서의 ‘물리적 환경 계획’, ‘물리적 환경 이해’와 ‘물리적 환경 영향’ 주제가 많았고, ‘물리적 환경이론, 연구 동향’, ‘물리적 환경과 교육과정, 프로그램’ 주제는 미미하였다. 연구 대상은 어린이집, 교사 대상이 많았고, 물리적 환경 대상은 실내ㆍ외 환경, 흥미영역, 실외 놀이터, 교실/보육실, 실내 환경, 실내ㆍ외 시설ㆍ설비로 다양하였다. 연구 유형에는 조사 연구를 추축으로 한 양적 연구가 압도적으로 많았으나 문화기술지 연구, 실행 연구, 사례 연구, 현상학 연구 등 질적 연구도 다양하게 나타났다. This research investigated research trends by period and articles, research topic, research subject, and research type by analyzing 116 KCI journal articles from 1995 to 2014 in order to analyze physical environment related research trends of early childhood education institutions. Physical environment related research was an increasing trend from the late 1990's to early 2010's, mostly published in early childhood education and architectural & design field articles. For research topic, 'physical environment planning', 'understanding of physical environment', and 'effect of physical environment' were dominant while 'physical environment theory and research trends', and 'physical environment and curriculum, program' were few. Research subjects were mostly focused on child care centers and teacher, while physical environment subjects varied in indoorㆍoutdoor environment, activity area, outdoor playground, classroom, indoor environment, and indoorㆍoutdoor facility. For research type, quantitative research by survey was overwhelming; however, various qualitative research types such as ethnographic research, action research, case study, and phenomenological research were applied.