후기구석기 오리나시안 문화와 복식에 관한 연구

정미경(Mee-Kyung Chung) 한국실과교육학회 2023 한국실과교육학회지 Vol.36 No.4

본 연구는 후기구석기 오리나시안 문화와 복식을 탐색함으로써 의생활 교육의 인문학적 기초자료를 제공하는데 연구의 목적을 두고 수행되었다. 연구의 내용은 후기구석기 이전의 문화와 복식, 후기구석기 오리나시안 문화, 후기구석기 오리나시안 문화기의 복식으로 구성되었다. 연구는 문헌연구로 수행되었다. 연구 결과, 첫째, 후기구석기 이전의 문화는 석기의 발달을 기준으로 올도완, 아슐리안, 무스테리안 문화로 발전하였다. 복식의 경우, 의복은 호모에렉투스의 허리덮개, 네안데르탈인의 망토, 엉성하게 상하의를 갖춘 정도였으며, 네안데르탈인이 인체와 모피의 안쪽에 채색장식을 시작한 것으로 나타났다. 또한 장신구는 호모사피엔스가 타조알 구슬, 조개목걸이 등을 사회적 상징으로 착용한 것으로 나타났다. 둘째, 오리나시안 문화는 후기구석기의 첫 번째 시기로, 4만 3,000년~2만 4,000년 전에 주로 서유럽에서 시베리아까지 분포되어 있었다. 이 시기의 문화는 발달된 석기와 골기가 나타하며, 쇼베 동굴벽화, 최초의 비너스와 플룻, 사자인간과 같은 예술품이 등장하는 문화 혁신의 시기였다. 셋째, 오리나시안의 복식은 남녀 모두 가죽을 기본으로 채색, 프린지, 구슬장식을 한 것으로 추정된다. 남성은 풀오버셔츠와 바지, 여성은 기본형의 원피스 형태로 착용되었다. 장신구는 상아로 만든 펜던트, 구슬, 반지와 동물의 뼈나 조개껍질로 만든 목걸이 등이었다. 장신구는 미적 기능과 함께 집단의 소속, 지위와 부 등을 나타내는 사회적 상징으로서 표현적 기능을 한 것으로 나타났다. 이러한 연구결과 오리나시안기는 단순한 의복에 장식을 더한 복식개념으로의 전환기로서, 복식이 소속과 지위, 부 등을 표현하는 사회적 상징물로 확고히 자리하는 시기였다고 결론지을 수 있다. 따라서 본 연구의 결과는 복식의 표현적 기능의 원류이자 사례로서 의생활교육에 활용될 수 있을 것으로 보며, 그라베티안, 막달레니앙기의 복식에 관한 연구가 후속되길 제언하는 바이다. This study aims to provide basic data for clothing education by exploring Aurinasian culture and its clothing practices. The content focuses on culture and clothing in the pre-Upper Paleolithic period, the characteristics of Arinasian culture, and Arinasian clothing. The study was conducted through a comprehensive literature review. The findings revealed that, first, pre-Upper Paleolithic cultures evolved into Oldowan, Acheulean, and Mousterian cultures based on stone tool development. In the case of clothing, Homo erectus used a waist cover, while Neanderthals wore capes and loose top and bottom garments. The evidence suggests that Neanderthals began coloring the human body and interior with fur coverings. Additionally, it was found that Homo sapiens wore accessories such as ostrich egg beads and shell necklaces as social symbols. Second, the Aurinacian culture, dating between 43,000 and 24,000 years ago, marked the initial stage of the Upper Paleolithic and spanned mainly from Western Europe to Siberia. This period was marked by cultural innovation, featuring advanced stone and bone tools as well as exquisite artworks like the Chauvet Cave paintings, the first Venus and flute, and the Lion Man. Third, Arinasian clothing is presumed to be based on leather for both men and women, with coloring, fringe, and bead decoration. Men wore pullover shirts and pants, while women wore simple dresses. Jewelry items included pendants, beads, ivory rings, and necklaces made of animal teeth or shells. Accessories were found to have not only aesthetic value but also served as expressive symbols representing group membership, social status, and wealth. The study suggests that the Aurinacian period was characterized by transitioning toward a clothing concept that introduced decorations to simple clothes. Moreover, this era marked the establishment of clothing as a social symbol, reflecting not only belonging but also status and wealth.

웰빙(Well-Being) 관점에서의 초등 실과 교과서 의생활 단원 분석

정미경(Mee-Kyung Chung) 한국실과교육학회 2022 한국실과교육학회지 Vol.35 No.4

본 연구는 초등실과 교과서의 의생활 단원을 웰빙 관점에서 분석함으로써 실과 교과서 의생활 단원 집필에 시사점을 제공하는 데 연구의 목적을 두고 수행되었다. 연구의 목적 달성을 위해 웰빙 관련 문헌의 수집·분석을 통하여 웰빙의 개념을 파악하고, OECD의 BLI 11개 지수를 수정·보완하여 웰빙 분석 기준을 설정하였다. 연구 결과는 다음과 같다. 첫째, ‘옷 입기와 의생활 예절’ 단원은 모든 교과서에서 공동체, 교육, 건강, 삶의 만족, 안전의 5개 요소가 매우 밀접한 관련이 있는 것으로 분석되었으며, 직업 요소는 교과서에 따라 밀접한 정도의 차이를 나타내었다. 둘째, ‘안전한 옷차림’ 단원은 모든 교과서에서 교육, 건강, 안전 요소가 매우 밀접한 관련이 있었으며, 직업, 삶의 만족 요소는 어느 정도 관련이 있는 것으로 나타났다. 셋째, ‘옷의 정리와 보관’ 단원은 모든 교과서에서 교육, 환경, 건강, 안전 요소가 매우 밀접한 관련이 있었으며, 시민참여, 삶의 만족 요소는 밀접한 관련이, 공동체는 어느 정도 관련이 있는 것으로 분석되었다. 주거, 직업 요소의 경우는 교과서에 따라 차이를 나타내었다. 넷째, ‘생활 소품 만들기’ 단원의 ‘기초 바느질과 수선’에서는 모든 교과서에서 교육, 환경이 매우 밀접한 관련이 있었으며, 삶의 만족, 안전이 밀접한 관련이 있는 것으로 분석되었다. 공동체는 한 개의 교과서만 어느 정도 관련이 있는 것으로 나타났다. 다섯째, ‘생활 소품 만들기’ 단원의 ‘다양한 도구로 생활 소품 만들기’에서는 모든 교과서에서 교육, 환경이 매우 밀접한 관련이, 안전은 밀접한 관련이, 일과 삶의 균형은 어느 정도 관련성이 있는 것으로 나타났다. 직업, 시민참여 요소는 교과서에 따라 정도에 차이를 보였다. 이러한 결과를 통해 볼 때, 대부분의 실과 교과서의 의생활 단원은 학생들의 웰빙에 크게 기여하고 있다고 결론지을 수 있다. 그러나 의생활 각 단원에서 주거, 직업, 공동체, 시민참여 요소 등은 교과서 간에 차이를 보인 만큼 다음의 교과서 집필에 참고 되어야 할 것으로 본다. To provide basic data for writing textbooks according to the 2022 revised practical curriculum, this study analyzed clothing life units found in practical arts education textbooks. In this context, the primary focuses were well-being and helping students achieve good lives through clothing life education. To meet this goal, relevant data were analyzed to identify the concept and content elements of well-being based on 11 indices derived from the OECD BLI. Specifically, these were used as criteria to analyze clothing life units found in six types of practical arts education textbooks according to the 2015 revised curriculum. The 11 well-being factors included housing, income, job, community, education, environment, civic participation, health, life satisfaction, safety, and work-life balance. Four elementary school teachers majoring in practical education reviewed the content analysis for validity. The results were as follows. First, the “Wearing Clothes and Etiquette” unit was highly related to six elements, including occupation, community, education, health, life satisfaction, and safety. Second, the “safe clothing” unit was related to five factors, including job, education, health, life satisfaction, and safety. Third, the “Organization and Storage of Clothes” unit was related to nine factors, including housing, job, community, education, environment, civic participation, health, life satisfaction, and safety. Fourth, in the “Basic Sewing and Repair” section of “Making Household Items,” five factors were related to community, education, environment, life satisfaction, and safety. Fifth, in the “Making Daily Items with Various Tools” section of “Making Daily Items,” the seven elements of occupation, community, education, environment, civic participation, safety, and work-life balance were related. Based on these results, most clothing life units found in practical arts education textbooks were related to all well-being factors, except for income. This arrangement greatly contributes to student well-being.

실과 가정영역의 교육과정 및 교과서 개발 전략

정미경(Chung Mee Kyung) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.3

The purposes of this study were to develop strategies for partial revision of 7th national curriculum and text books of home economics area in practical arts education. This study was carried out as follow steps that first, understanding of home economics area in practical arts education second, analyzing problems of practical arts education in 7th national curriculum and textbooks third, analyzing problems of home economics area in practical arts education in 7th national curriculum and textbooks. And then developing strategies for national curriculum and textbooks of home economics area in practical arts education. As result of reviewing literatures, strategies were developed to two part. The one is basic strategies for developing the national curriculum and text books of home economics area in practical arts education. Basic strategies were as follow: 1. Maintaining the consequent and comprehensibility of the contents description on the document of national curriculum. 2. reducing amount of subject matters or changing to optional subject that give consideration to amount of study and difficulty. 3. supplementation to contents or reducing the time assigned for a unit that low degree of difficulty. 4. differentiation with the other subjects. 5. reducing or expansion the contents according to degree of demand. The other strategies is a detailed strategies about ‘family life’, ‘clothing & textiles’ ‘food and nutrition’ ‘housing’ ‘consuming & managing resources’. ‘Family life’ and ‘consuming & managing resources’ have to differentiate with the other subjects in the curriculum and textbooks. ‘Food and nutrition’ and ‘housing’ were partially but ‘clothing & textiles’ has to revise the contents especially.

Treffinger의 창의적 문제해결 수업모형의 실과적용을 위한 이론적 고찰

정미경(Chung Mee Kyung),김지은(Kim Jee Eun) 한국실과교육학회 1999 한국실과교육학회지 Vol.12 No.1

The purpose of this study was to introduce Treffinger’s creative problem solving model and to investigate the application of this model to the practical arts education for development of children’s problem solving skills and creativity. The creative problem solving model which was firstly introduced by Osborn is a thinking process model to solve ill-structured problems that the purpose of develop problem solving skills and creativity. Treffinger’s creative problem solving model was developed from the model of Osborn and Parnes. The Process of this model is fact-finding, data-finding, problem-finding, idea-finding, solution-finding and acceptance-finding. The focus of this model is duplication of divergent thinking and convergent thinking at the each steps of the whole process. In this study, researcher presents a instruction plan based on the Treffinger’s creative problem solving model that applicate to needlework of practical arts education subject, and problem-solving skills and creativity of elementary school children could developed by this model.

생활중심 발명체험활동이 아동의 발명태도 및 수업만족도에 미치는 영향

정미경(Chung Mee Kyung),최경은(Choi Kyung Eun),강종표(Kang Jong Pyo),곽혜란(Kwak Hye Ran),정진현(Jung Jin Hyun) 한국실과교육학회 2013 한국실과교육학회지 Vol.26 No.4

이 연구는 생활중심 발명 체험 활동을 통하여 아동들의 발명태도 및 수업만족도에 미치는 효과를 파악하는데 그 목적을 두고, 창의적 문제해결식 수업 모형에 근거하여 초등실과 의생활, 식생활, 생활자원과 관리 단원과 연계된 생활중심발명 체험활동 프로그램을 구안하여 학생용 활동지와 과 교사용 지도서를 개발하였다. 개발된 프로그램은 초등학교 6학년 실험반 1학급에, 일반 수업은 비교반 1학급에 적용하여 사전검사와 사후검사를 t-검증하여 결과를 분석하였다. 연구 결과를 살펴보면 다음과 같다. 먼저, 발명 태도를 보면, 첫째, 발명 태도에 대해 실험집단 평균점수가 3.94 이며, 비교집단의 평균점수는 3.19로 이 두 집단 사이에 통계적으로 유의한 차이(t=-5.180, p=.000)를 보여 실험집단이 더욱 긍정적 태도를 보였다. 이러한 결과는 생활중심 발명 체험활동 프로그램이 발명태도에 긍정적인 효과를 미친다고 할 수 있다. 둘째. 발명 태도의 하위 요인의 경우, 인지적 태도를 제외한 관심적 태도(t=-4.479, p=.000), 실천적 태도(t=4.39, p=.000), 정서적 태도(-3.674, p=.001) 에서 통계적의로 유의한 차이를 보여 생활중심 발명 체험활동 프로그램이 발명태도의 하위요인 중 관심적 태도, 실천적 태도, 정서적 태도에 긍정적인 효과를 미치는 것으로 나타났다. 다음으로 수업만족도를 살펴보면, 생활중심 발명체험활동을 적용한 실험반의 수업만족도는 총 7개 문항 모두에서 ‘만족 한다’ 이상의 높은 점수를 나타내었다. 즉, 생활중심 발명체험활동은 학생들에게 발명의 개념, 발명이 인간생활에 미치는 영향, 흥미성, 발명과의 직접적 관련성 인식, 발명에 대한 학습의 필요성, 참여도, 친구들에게로의 저변 확대에 기여하는 바가 큰 체험활동이라 할수 있다. 따라서 위와 같은 결과를 통하여볼 때, 첫째, 실과수업과 연계한 생활중심 발명체험 프로그램은 아동의 발명태도를 증진시키고 만족도를 높이는 수업으로서 매우 효과적이라고 결론지을 수 있으며. 발명에 대한 태도 요인 중 인지적 태도 요인에는 긍정적인 효과를 나타내지 않아 앞으로 발명에 대한 인지적 태도를 고양시킬 수 있는 방안의 마련이 요구된다. The purpose of this study is to development and the effect on Invention Attitude and Satisfaction of invention activity program based on life. To achieve the objective of this study, I developed invention activity program based on clothing & Textiles, Food & nutrition, life resource & consumption for student s and teacher s. The program step based on creative solving instruction model. The subjects of this study were targeted on 6 grade students of C elementary school in Imsil of Jeonbuk area. It was conducted for 9 hours over 3 weeks and applied to the program designed improving the invention attitude & satisfaction. Through before and after conductive examination, I analysed the invention attitude test using the t-test. In this study, the results obtained are as follows. first, by using the developed invention activity program based on life, experimental group took a more positive attitude than the control group the invention attitude(p<.001). As an regard to the invention attitude sub-factors, experimental group took a more positive attitude than the control group the attentional attitude(p<.001), practical attitude(p<.001), emotional attitude(p<.01) except cognitional attitude. Second, experimental group which applied the developed invention activity program based on life, the students highly satisfied on the invention activity in 7 questions. So Invention Activity Program based on life is contribute to students for understand of concept of invention and effects of invention to human life, interesting to invention, cognition of invention, necessity of invention learning, participation, enlargement of base to their friends. The findigs of the study suggest that invention activity program based on life is very effective to enhance the invention attitude and satisfaction of student.

초등학생의 의생활 자립성에 관한 연구

정미경(Chung, Mee Kyung) 한국실과교육학회 2007 한국실과교육학회지 Vol.20 No.3

The purpose of study was investigate a elementary school students independence of clothing: dressing, selection of clothes, management of clothing. In this study 342 elementary school students in Grade 3 through 5 were surveyed. The contribution of the grade and the gender to elementary school students independence of clothing was examined. The results of independence of dressing showed high level except tying shoe laces and combing of hair. It was reported that tying shoe laces ability of Grade 3 students were lower than those of grades 4 through 6 students. And girls were more able to hair combing than boys. In the results of clothes selecting, the independence of searching and wearing underwear was high level but the ability of selecting to wear according T･P･O and weather was low level. Ability of selecting to wear of Grade 4 through 6 students were higher than Grade 3 students. And girls were more able to hair combing than boys. The level of mom and I purchasing and try to buy a preference style was not high, but girls were more Mom and I purchasing and try to buy a preference style than boys. And the try to buy a preference style of Grades of 4 through 6 students were higher than Grade 3 students. In the results of management of clothing, cleanliness of underwear was not high level, but level of the cleanliness of outwear and the putting dirty garments in hamper was high. Especially the level of sawing, assortment of clothing and washing was very low. Girls were more sawing and washing than boys. Reasuring up their own things(clothes, bags and umbrella etc) and washing of Grades of 3 and 4 students were higher than Grades 5 and 6 students

초등실과 의생활 영역에서의 메이커교육의 방향 탐색

정미경(Chung, Mee Kyung) 한국실과교육학회 2019 한국실과교육학회지 Vol.32 No.4

본 연구는 초등 의생활영역에서의 메이커교육의 방향을 탐색해 봄으로써 초등실과 의생활영역에서의 메이커교육의 기초자료를 제공하는데 목적을 두고 수행되었다. 이러한 연구목적을 달성하기 위하여 초등실과 의생활영역과 관련한 선행연구 동향 분석, 초등실과 의생활영역에서의 메이커교육의 관련성, 초등실과 의생활영역에서의 메이커 교육의 방향 제시를 연구 내용으로 하여 문헌연구를 수행되었다. 연구결과 첫째, 2016년 메이커교육 포럼 이후 메이커교육관련 연구가 급증하고 있으나 초등실과분야에서는 기술, 정보 분야의 연구가 주를 이루고 있었다. 그러나 중등가정과 분야에서 의생활 영역의 메이커교육 연구가 활발히 개진되고 있어 초등의생활영역에서의 메이커교육의 가능성과 그 가치가 충분한 것으로 분석되었다. 둘째, 초등실과 의생활영역의 교육과정 내용과 메이커교육의 개념에 근거해 볼 때 의생활분야의 바느질, 뜨개질은 메이커교육의 기원이자 핵심이며 과정 또한 메이커교육의 수업과정과 일치하고 있다. 셋째, 초등실과 의생활영역에서 메이커 교육이 성공적으로 이루어지기 위해서는 초등 의생활 교육영역에서의 첨단기술의 융합, 교실에서 메이커스페이스로의 다변화, 다양한 의생활 만들기 도구와 재료의 제공과 관리, 초등실과 의생활 영역에서의 메이커교육의 조기화, 초등교사의 의생활 메이커 교육의 전문성확보와 메이커 활동 지원에 대한 방향을 제시하였다. 이러한 연구 통해 결론은 초등의생활영역에서의 메이커교육은 4차 산업혁명을 대비한 교육으로 매우 적합하며 초등실과교육 및 교사교육 확대를 위한 노력과 연구가 요구된다고 할 수 있다. This study was conducted with the aim of providing basic data of the maker education in the clothing and textiles education of practical education in elementary school by exploring the direction of the maker education in clothing and textiles education of practical education in elementary schools. In order to achieve the purpose of this study, we analyzed the previous studies related to the clothing and textiles education of practical arts education in elementary school, and suggested the direction of maker education in the clothing and textiles education of practical arts education in elementary school by comparing the clothing & textiles education of practical education in elementary school and the maker education. The study was conducted by reviewing relevant literature Results are as follows. First, research on maker education has been rapidly increasing since the Maker Education Forum in 2016, but research in technology and information fields has been dominant in elementary school. However, research on maker education in the clothing and textiles area of home economics education in secondary school is being actively conducted, and it is analyzed that the possibility and value of maker education in the clothing & textiles education of practical arts education in elementary school is sufficient. Second, based on the curriculum, textbook contents, and the concept of maker education in the clothing and textiles area in elementary school, and sewing and knitting in the clothing & textiles area is the origin and core of maker education, and the process is consistent with the course of maker education. Third, in order to successfully perform maker education in elementary and clothing areas, this study explored the convergence of advanced technology in elementary clothing education area, diversification of maker space, expansion of practical arts practice room, construction and utilization of local maker space, preparation and management of various tools and materials, overcoming dividend time problem, and securing professionalism of teachers. The conclusion of this study is that maker education in the elementary school life area is very suitable for education in preparation for the fourth industrial revolution, and efforts and research are required to expand practical arts education elementary school and teacher education.

현대 의생활 변화에 따른 초등실과 의생활 교육내용 타당성 분석

정미경(Chung Mee Kyung) 한국실과교육학회 1998 한국실과교육학회지 Vol.11 No.2

The purpose of this study was to investicate the validation of the contents of practical arts suject according to the change of modern clothing life. To achieve this purpose, the educational curriculum of practical arts subject focused on the clothing life were compared, and therefore the validation of the contents of practical arts subject according to the change of modern clothing life were analyzed. As the results, the clothing life of Korea were changed according to the economical, socal, cultural and technical change. The interest and consumption to the clothing were increased, and the clothing style were changed to casualistic and bisexual. And, the educational contents of clothing parts from first to fifth period of educational curriculum were closely correlated to the each period of modern clothing life of Korea. But it seemed to educational contents of clothing parts of sixth educational curriculum could not develop the abilities to adopt to the modern clothing life, because the contents too much focused on the making clothing facilities. It was proposed that the seventh educational curriculum of practical arts subject would analyzed focused on the present clothing life.

제7차 교육과정 초등실과 교과서 의생활 단원의 집필 내용 및 지도 방안

정미경(Chung Mee Kyung) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.3

The purpose of this study was to present the educational contents and teaching methods of clothing unit in practical arts education for fifth and sixth grade of elementary school based on the 7th Educational Curriculum. Therefore, this study introduced the 7th Educational Curriculum, and basic guidelines and construction systems of practical arts education for writing contents and teaching methods of clothing unit. And, the basis of this guidelines, the specific contents and teaching methods of clothing unit was presented in order of the title of clothing unit, educational objectives of clothing unit, systems and basic constructions of clothing unit, educational contents of clothing unit, and evaluation of clothing unit. Lastly, the application guidelines and intentional points by the instructional level were presented as the teaching guidelines of clothing unit in practical arts education. The major findings of this study were as follows: First, The titles of clothing unit for fifth grade were making by a thread and a needle which was consisted of handsewing and needlework, and for sixth grade were making utensils by sewing machine which was consisted of handling sewing machine and making simple utensils. Second, the educational objectives of practical arts education and grade level were presented in contents and practices of educational activities, and supplement activities and depth activities. Third, the practical activities of fifth grade were making utensils by handsewing and needleworks, and sixth grade were handling sewing machine and making utensils by sewing machine. Fourth, the self evaluation checklist were presented in the end of each unit for the comprehensive evaluation of clothing unit. Fifth, the teaching guidelines of clothing unit proposed that various teaching and learning activities would be needed that satisfied for the interests and needs of elementary school children.

가정학에서의 융합교육 실현 방안

정미경(Chung, Mee-kyung) 한국실과교육학회 2016 한국실과교육학회지 Vol.28 No.1

본 연구는 가정학에서의 융합교육 실현을 위한 기초자료를 제공하는데 목적을 두었다. 이러한 연구 목적을 달성하기위해 연구의 내용은 융합교육의 의미와 접근방법, 가정학의 정의와 학문적 특성을 통해 첨단융합시대에서 가정학의 역할을 탐색하고, 가정과교육 분야에서 이루어진 융합교육 관련한 자료들을 수집·분석하여 가정학에서의 융합교육의 실현 방안의 제시하는 것으로 구성되었다. 연구는 문헌 연구로 수행되었다. 연구 결과를 통해, 첫째 융합교육은 가칭 ‘2015 융합교육과정’ 2) 개발과정에서 본격적으로 사용한 용어로서 융합교육은 창의적 융합인재 육성에 목표를 두는 교육으로 그 접근방법은 통합적 접근방 법이 권장되며 특히 2015교육과정 개발진은 융합인재교육은 과학, 기술·가정이 중심이 되어야 한다는 점을 상도하고 있음을 파악할 수 있었다. 둘째, 가정학은 우리 삶에 중요한 학문임이 확인되었으며, 가정과 교육은 ‘가정성’과 함께 ‘직업소 양교육’을 포함하여 가정학의 핵심가치와 핵심적 실무능력을 분명히 설정해야 할 것으로 본다. 특히 가정학의 특성인 통합성과 실천성은 융합교육의 중심교과로서 가치가 있는 것으로 나타났다. 셋째, 가정학에서의 융합교육 실현을 위한 방안으로 1)2015 융합교육과정 개정에 대해 지속적 관심과 참여, 2)첨단 융합시대에 부응하는 가정학으로서의 업데이트, 3)융합교육을 위한 가정과 내용 체계의 균형 잡기, 4)통합의 적합성이 확인된 초등 가정영역에서의 적극적 융합교육연구의 수행, 5) 교사들의 전문성과 자율성이 발휘되도록 융합교육의 실제적 경험의 기회 부여 등과 같은 5가지 방안을 제안하였다. 융합교육은 창의적 융합인재의 육성을 위한 교육으로서 시대에 주요한 교육 목표라고 본다. 또한 가정과교육은 융합교육에 중심적 역할을 할 교과로서 특히 초등실과 가정생활영역으로 부터의 시작이 효과적이라고 보며 이에 관한 후속연구를 제언하였다. The purpose of the study was to suggest the methods for realizing the convergence education in the Home Economics. Contents of the study are: 1)the meaning and approach of convergence education, 2)home economics of the convergence science and tech era, and 3) consisted of realized methods of convergence education in home economics education. The literature research methods was utilized to achieve the purpose of the study. The following conclusions were drawn from this study : First, ‘convergence education’ can be said is still putting the target concept creative convergence human resources training, but has not been clearly defined. Is that education is an integrated approach to convergence methods is recommended, and science, technology, home economics subject should be the center. Second, home economics has been identified as an important discipline in our lives, home economics education shall be deemed to include a job literacy education with managing the household , you need to clearly set the core values and core practical skills in home economics. Especially characteristic of integration and practice of home economics was to be worth as a central subject of convergence education. Third, 5 methods suggested as way to realize convergence education in home economics education: 1) curriculum convergence 2015 continued interest and commitment to the revision, 2)update as Home Economics to meet the age of convergence science and tech era, and 3)to balance home and information systems for convergence education and 4)the suitability of the integrated performance of the identified active convergence education research in elementary education home economics area, 5)opportunities for the convergence education of practical experience that demonstrate professionalism and autonomy of teacher education.