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중학교 가정교과의 열린교육 활성화를 위한 수업 모듈 및 웹 기반 교육자료 개발
신상옥,유태명,한규정,윤지현,홍정숙,김유정,양정혜 한국 가정과 교육 학회 2000 한국가정과교육학회지 Vol.12 No.3
This study is about open and secondary level Home Economics Education which is applicable to field and which includes the characteristics, purpose and problems of each open education. secondary education and home economics education. Based on the ideology of open education, this study will identify the meaning of openness in terms of Home Economics Education reconstructing meaning. purpose, characteristics, curriculum paradigm and curriculum. The instructional model and module which use web, will be Presented as the results of the reconstruction works. The open instructional module in Home Economics Education, which will be operated on the web, is consisted of 1)setting the orientation of curriculum development, 2)instructional model development. 3)rebuilding the Home Economics Education curriculum 4)development of instructional modules and web-based materials and 5)construction of the web-site . Six instructional module begin with critical/emancipatory curriculum Paradigm in open Home Economics Education. use module as a unit of class management instead of 1 class. facilitates nest-type integration which is applied from open education keeping the nature of Home Economics Education. and focus on practical problem and problem solving through reconceptualization with dialectical perspective on individual, family and society. The practical problem solving model has four steps : Identifying practical problems. Understanding the contexts of Problem, Searching for solutions and examining its consequences . Action and evaluation . The web-site has to be developed based on the six instructional module includes those issues : self-identification for reinforcing autonomy and self-esteem. living with famity. living with friends, autonomous living. healthy living, and understanding sexuality.
신상옥 中央大學校 韓國敎育問題硏究所 1995 韓國敎育問題硏究所論文集 Vol.- No.10
In Korea, both boys and girls of middle school have started to learn home economics subject for the first time since March, 1995. This paper is intended to find if the organization and contents of the home economics textbooks serve the education, which brings up the ability and the attitude to adapt to the future society. Using methods are the analysis of the first-grade middle school textbooks and the survey of middle school teachers. The major findings are as follows : 1. Analysis of textbooks (1)Areas of foods and colthings domains showed a high proportion in the domains of the 8 kinds of home economics textbooks. (2)Subjects of cooking in an area of food and making a fabric bag in clothing area are common subject matter in the experimental and practical subject of the each text book. (3)Through the imposition of experimental and practical lab works in homework and students' activity, the contents in 5 kinds of textbooks attempt to bring up creativity and problem-solving skills. (4)The contents about saving resoures and preservations of environment are the most popular in the textbook illustrations. (5)The various organizations and contents of each textbook reflects the author's educational philosophy. 2. Teacher's opinions about new textbooks. (1)They responded that the organizations and contents of new textbooks were improved. (2)The view that the suggestion of unit objectives is useful for learning activities and evaluation was 89%. (3)Many teachers told that the content level was high and that the learning quantity was too much for the time assigned. (4)They claimed it was desirable to place the guiding goals on the cultivation of ability and attitude which enables to be adaptable to future society. (5)It is showed that the proportion of teachers who reconstruct the textbooks 39% and the proportion of teachers who teach the textbook intact is 44%. (6)As to the fulfillment of experimental and practical textbook items, only a few teachers(10%) always execute the items while most of teachers(65%) carry out the items that they think are important. (7)It is found that the most frequently used learning materials are substance materials and after that charts, photographs, videos.