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가정교과 주생활 단원에 대한 남녀 중학생의 인식과 활용도에 관한 연구
이강분,최목화 한국 가정과 교육 학회 1994 한국가정과교육학회지 Vol.6 No.2
The purpose of this study was to analyze the problems of housing education in Home Economics and then to present some suggestion for improving the housing education in the middle school and to analyzed the problems of housing education that was investigated on the recognition and application in real life of housing area subject to male/female students in the middle school. The respondents were 600 boys and girls of middle school. Statistical methods adopted for data analysis were Frequency, Chi-square, t-test, F-test. The major findings were follows: 1. Many students(67.2%) responded that housing of home economics was wholly helpful in the actual life. 2. Many students recognized the necessity for the housing education. They particularly recognized the need about the knowledge of sanitation and facilities of housing. 3. The degree to which housing education applied in the real life was lower than that to which it was needed. 4. There was a tendency that the more students realized the usefulness of housing education, the more positively they applied it in the real life. 5. The contents that students preferred to be additionally included in housing education were improvement of residential environment, solutions to housing environmental deterioration and polution, future housing, and housing for the elderly.
가정과에의 열린 교육 적용 연구 : 직소(Jigsaw) II 협동학습을 중심으로
최목화,홍정자,이강분 한남대학교 교육연구소 1997 교육연구 Vol.5 No.2
The purpose of this study is to investigate the concept, teaching and learning method in open education and to help to expand the use of open education in Home Economics education. To achieve this purpose, this study was reviewed meaning, principle and characteristics of open education based on the theoretical background and developed an instructional plan of the open education for Home Economics education. This plan was applied to second grade students of Ohjeong middle school in July 1997, using Jigsaw It's cooperational teaching and learning method. The results were as follows: 1) Students chose their learning tasks themselves and accomplished the student-centered, positive, spontaneous learning of small group cooperational learning. 2) Students who were involved in the same group made their plans together in order to solve their tasks. Within these groups each student then took smaller roles to accomplish the goal of the group. 3) All students were able to gain some self-confidence and make a statement about their tasks. The knowledge gained from the group work improved the ability of their presentation. 4) The experiment of heating food in various conditions allowed the students to recognize natuarally the changes that occurred in the food. They could realize the scientific cooking principle through comparison with foods which were cooked in several conditions. 5) Observing and comparing food that was cooked by the students themselves with food that was cooked by others, was very effective.