제7차 실과 교과서 가정관리영역 관련 단원의 분석과 논의

왕석순(Wang Seok Soon) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.3

Textbooks are primary teaching and learning materials containing the goals and content of the curriculum. Textbooks are primary materials used in classes contributing to the formation of views of teachers and students on the curriculum. This study attempts at analyzing the textbook chapters to achieve the primary objective of improving the quality of textbooks based on the fact that textbooks play an important role as an index for the characteristics of the curriculum. The ultimate objective, however, is to present basic materials for establishing the direction of the future practical course education based on the discussion of characteristics or goals of practical arts reflected in the textbook. According to the human ecological approach, a total of five chapters are relevant with home management in the seventh edition of the practical arts textbook and they are as follows: Our Home Life”, “Saving Up On Allowances”, and “Cleaning Up Our Living Environment” for fifth graders, “Decorating Our Environment/Our Interior Beautifully” and “My Environment-Friendly Life” for sixth graders. In these chapters on home management, the goals and content of the curriculum are basically included in the education goal, education content, teaching/learning activities and evaluation activities of the chapters and these chapters are basic learning materials for the practical arts classes. After analyzing the education goal, content, and activities of home management chapters, we have found out three things. First, the seventh edition of the practical arts textbook defines practical arts as a course carried out based on empirical student activities with teaching/learning apvctivities focusing on students’ direct involvement in the practical arts activities. Second, the textbook defines the object of practical arts as not only home life which is the immediate environment of individuals and the family, but a more expansive living environment linked with the home environment. Third, the practical arts is defined as not a simple functional course, but a problem-solving course through continuous observation, investigation, research and exploration with an aim to improve the quality of our life and to put these findings into action. In future studies, a review on the characteristics or goal of the practical arts education is required through analysis of all the chapters in the seventh practical arts textbook and a critical analysis of the characteristics or goal of the practical arts defined in the seventh textbook is needed.

학습자의 개인차를 고려한 실과 교수-학습 및 평가 방안 탐색

왕석순(Wang Seok Soon),이춘식(Lee Choon Sig) 한국실과교육학회 1999 한국실과교육학회지 Vol.12 No.1

This study was conducted for the smooth landing of the 7th practical arts National Curriculum, which will be implemented from the year 2000 in elementary school. The major purpose of this study was to provide practical arts teachers guidance in creating learning environments that address the diversity and differences of students in typical Korean practical arts classrooms. In particular, it was intended to develop differentiated instructional models and assessment materials to consider the diversity and differences of learners in practical arts education in the elementary school level. The major results of the study were as follows, (a) Proposing two purposes of differentiated education considering individual differences-the minimization of individual differences and the maximization of individual differences. While the former pursues the equality of educational outcomes regardless of learners’ ability and other characteristics, the latter concerns fostering the individuality of educational opportunity to pursue personal goals and needs. (b) Selecting important individual difference factors in practical arts classroom learning through literature review. Two factors-ability and interests were chosen. (c) Providing instructional strategies in view of differentiated instruction. (d) Proposing the directions of assessment pursued in this study and introducing several types of performance-assessment methods. (e) Providing the instructional design procedure, which combines teaching-learning process with assessment activities. (f) Designing two differentiated instructional models by two individual difference factors. They are Ability Model and Interest Model. (g) Analyzing the instructional plans and assessment materials collected in several elementary schools to identify the extent and degree of considering individual differences in the classroom context.

[토론] 휴머니즘과 노인돌봄복지에 대한 토론의 글

왕석순(Seok Soon Wang) 한국생활과학회 2015 한국생활과학회 학술대회 Vol.2015 No.11

독신 여성의 싱글생활에 대한 주관적 인식의 유형화 연구

왕석순(Wang, Seok Soon),류경희(Ryu, Kyung Hee) 한국생활과학회 2013 한국생활과학회지 Vol.22 No.6

21세기 지식기반 사회와 가정과교육의 방향

왕석순(Wang Seok-Soon) 교육종합연구원 2006 교육종합연구 Vol.4 No.2

이 연구는 가정과교육이 21세기의 보다 전망있는 교과로 거듭나기 위하여, 지향해야 할 새로운 교육의 방향을 탐색하기 위함에 목적을 두었다. 이를 위하여 우선, 가정과 교육과정 문서를 중심으로 가정과교육의 성격과 목표, 교육내용의 변화를 고찰, 분석하였다. 둘째, 외국의 교육과정 문서를 수집, 분석하여, 동시대의 가정과교육 방향 정립을 위한 지표의 하나로 활용하였다. 세째, 가정과교육이 21세기 지식기반 사회의 교육에서 중요한 교과로 다루어져야 하는 당위성과 필요성을 교육의 본질적 측면의 요구, 사회 및 가정생활 변화에 따른 요구, 인간발달적 측면의 요구와 관련지어 논의하였다. 이상의 고찰과 논의의 결과, 첫째, 가정과 교육은 기존의 의․식․주 등의 가정적 자원인 대상에 대한 교육에서 인간을 중심으로 하는 주체에 대한 교육, 즉 인간육성의 교육으로 그 무게 중심이 옮겨져야 할 것이다. 둘째, 가정과교육은 보통교육에서 교양교육과 직업교육으로 이원화가 전제되어야 하고, 이러한 이원화를 전제로 할 때 보통교육에서는 인간육성이라는 측면이 강화되어 개인 및 가족이 생활을 통하여 부딪치는 문제를 스스로 해결해 갈 수 있는 “살아가는 능력”을 기르도록 하는 것으로 구성되어야 한다. 셋째, 생태학적인 패러다임의 적극적 도입을 통하여 개인과 가족의 복지향상을 위한 가족복지 및 지역사회와의 관련성을 강화하는 교육내용으로 구성되어야 한다, 의 3가지 방향을 도출하였다. This research is designed to study the new course that Home economics education should take in order to be reborn as a more competitive subject matter in the 21st century. To this end, the nature/objectives of home economics education and changes in teaching contents were researched and analyzed, based on Home economics education national curriculum data. Second, overseas national curriculum data were gathered and analyzed to identify and set up the route that the contemporary Home economics education should follow. Third, the reasons (needs for home economics education) why Home economics education should be treated as an important realm in the 21st century characterized by a knowledge-based society were discussed, with respect to the intrinsic nature of education, changes in social and home life, and human development. Such research came to the following conclusions: First, Home economics education should shift its focus from home resources such as food, clothing, and housing to humans themselves in order to reinforce human-centered education. Second, Home economics education should be dichotomized into general and vocational education in the common educational environment. Based on this premise, human-centered education can be strengthened in the general education where learners must be able to develop the capability to resolve daily life issues and ultimately sustain human life. Third, by actively introducing the ecological paradigm, the curricula should stress the needs for a link to family welfare and communities to enhance individual and family welfare.

청소년기 자녀 가족의 가정교육 연구

王錫旬(Seok Soon Wang) 가정과삶의질학회 1997 가정과삶의질연구 Vol.15 No.2

중년기 적응 연구에 대한 문헌 고찰

왕석순(Seok-Soon Wang),서병숙(Byong-Sook Seo) 한국노년학회 1995 한국노년학 Vol.15 No.1

본 연구는 한국의 중년기 적응에 관한 연구 현황을 검토하기 위하여, 1980년 이후부터 1994년 6월까지 발표된 총 34편의 논문들을 선정하여, 연구방법 및 결과들에 관한 내용을 고찰했다. 그 내용은 다음과 같다 : 첫째, 한국의 중년기 적응에 대한 연구는 1980년대 중반이후부터 본격적으로 시작됐다. 초기에는 인구사회학적 요인과의 관련성 검증이, 90년대 이후로는 인성·가치관 요인 및 스트레스 요인 그리고 사회관계망 유대와의 관련성이 주로 검증되었다. 둘째, 고찰 논문 34편중 32편이 조사연구를 시도했는데, 대체로 자기보고식 질문지에 의거한 횡단적 조사 였으며, 표집은 주로 서울시와 여성으로 제한했다. 세째, 고찰된 논문들은 전반적으로 중년의 시기에 대한 부정적인 관점(위기설)과 긍정적인 관점(최고안정기)을 지지하는 상반된 결과들로 대립되었다. 이러한 연구의 결과들에는 사회인구학적 변인보다는 건강상태·변인과 사회심리학적 변인(가족관계만족도, 성격특성, 가치관, 사회관계망 유대 등)이 더 중요한 영향을 미치는 변인으로 규명되었다. 미래연구는 중년기를 부정적 관점에서 뿐만 아니라 긍정적 관점으로써 접근하는 실증연구가 필요하다. 또 연구결과의 일반화와 이론검증을 위해서 우선은 한국적 문화 상황에 적절한 척도의 개발과 개정을 지속시키고, 아울러 다양한 이론체계에 의한 검증 및 다양한 연구방법의 적용 그리고 체계적인 연구설계의 시도가 요구된다. 한편 중년의 내·외적 변화에 대비할 수 있는 유용한 교육프로그램의 개발과 이의 실용적 보급 방안이 학제적인 공동 노력으로 강구되어야 할 것이다. The main purpose of this review is to investigate the current trend of research on the adjustment of Korean middle-aged men and women. To meet this ends, this paper reviews and analyzes existing 34 articles published from 1980 to June, 1994. The main focus of the analysis concerns the methodology, contents and results of those studies. The summary of the studies are as follows : 1. Research on the adjustment of Korean Mid-Life has taken up in the middle of the 1980's in its full scale. In the early periods, the research mainly verified its relevance to the scoio-demographics variables. After the 1990's it has mainly verified its relevance to the personality and value-variables, the stress-variables and the social-networks relation. 2. 32 out of 34 articles that this review analyzed used the survey research designs. They mainly use cross-sectional survey designs based on self-administered questionnaires whose subjects and sampling area are restricted to certain groups, especially women in Seoul. To generalize the results of research and verify theoretically, we need to develop and modify the scale that fits Korean situation, and apply to various research methods and organized research system. 3. Generally, there are conflicting pros(the crisis stage) and cons(the best stable stage) concerning the existence of middle-age. It has been turned out that one's health condition and socio-psychological variables (the degree of family-relation satisfaction, the personality characteristic, the value, the social-network relation, and etc. ) exert more influence on the adjustment in mid-life than socio-demographic variables. Therefore, the further research must incorporate a survey research that approaches the subject not only from the negative point of view but from the positive perspective. In connection with this, we need to verify the various theoretical systems. We need to do interdisciplinary research and develop an educational program that prepares for accepting the turning point of mid-life positively.

‘현대의 가정교육 내용’에 관한 척도 개발 연구

徐炳淑(Byong Sook Seo),王錫旬(Seok Soon Wang) 가정과삶의질학회 1996 가정과삶의질연구 Vol.14 No.1

가정과교육에서 평가의 방향 및 목표 설정에 관한 기초연구

왕석순 전주대학교 교육문제연구소 2002 敎育論叢 Vol.17 No.1

이 연구는 가정과교육 연구 분야에서 취약한 평가에 대한 논의를 시작하여, 가정과 교육의 평가 관련 이론을 구축하는 것을 목적으로 한다. 평가 이론이 부재한 현재의 연구 여건을 고려하여, 경험적 자료 수집에 의한 귀납적 연구 의 방법을 적용하였다. 즉, 학교 현장에서 활용하고 있는 가정과 평가영역별 평가도구들을 수집하고, 이들 평가도구들에 반영된 가정과 평가의 목표와 평가방법, 평가 요소 등에 대하여 분석하고, 이러한 분석의 결과를 바탕으로 개념 수준의 가정과 평가의 방향을 설정하는 귀납적 연구의 방법을 적용하였다. 이러한 귀납적 방법을 통하여 도출한 가정과 평가의 방향은 다음과 같다. 첫째, 단순하고 지엽적인 내용의 평가를 지양하고, 실천적 지식의 습득과 실천을 통해 새로운 지식을 창출하는 창의력 및 사고력의 평가를 위주로 한다. 둘째, 가정학적인 지식과 기능, 태도 영역에 관한 균형 있는 평가이되, 태도 영역에 대한 평가를 강화해야 한다. 세째, 가정생활과 관련한 지식과 기능을 종합하고, 가정생활에 효율적으로 활용하고 수행할 수 있는 능력의 평가에 중점을 둔다. 네째, 학생의 활동을 위주로 한 교수-학습과정과 일관성있게 연계된 다양한 평가 방법 개발에 관심을 가진다. 후속 연구는, 한편으로는 이 연구에서 제시한 개념 수준의 연구결과물인 '가정과교육의 평가 방향이나 목표'에 대한 비판적 고찰을 통하여 이론을 구축하는 노력이 경주되어야 하며, 다른 한편으로는 이 연구에서 제시한 평가 방향과 목표에 근거한 평가도구의 개발, 그러한 평가도구의 현장 적용 결과가 분석되어 제시되어야 할 것이다. This study is designed to establish evaluation-related theories in home economics education through discussions on an evaluation system that has yet to be fully developed in the field. Considering the current research environment characterized by a lack of evaluation theories, an inductive research methodology based on empirical data collection was applied in the following order: 1) collection of current evaluation tools by area; 2) analysis of evaluation goals, methods, and factors reflected in tools; 3) establishment of evaluation directions at a concept level. The evaluation directions identified through the inductive methodology are as follows: 1) to avoid evaluating simple and minor matters, focusing on the evaluation of creativity and thinking faculties that help create new knowledge through acquisition and application of practical knowledge; 2) to evaluate knowledge, functions, and attitudes in home economics in a balanced manner, giving priority to attitude evaluation; 3) to assess capabilities to use family life-related knowledge and functions in a real life comprehensively and effectively; 4) pay enough attention to the development of various evaluation methods that are consistently linked to teaching-learning processes based on student activities. Future studies should concentrate on establishing theories through critical consideration of this concept-level research, "Evaluation Directions and Goal Setting in Home Economics Education", developing evaluation tools based on the directions and goals and analyzing/presenting results from the application of the tools to real educational situations.

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.