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- 저자 : 정옥님 (검색결과 3 건)
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정옥님,김영숙,전옥하 조선대학교 교육연구소 1984 교과교육연구 Vol.7 No.-
This study is aimed to make a proposal for the improved curriculum of the home econ-omics education of Korean high school, based on the contrastive study on educational objective and contents, general course objective and contents, specific course objectives and contents, specific couse organization and time allotment in Korean and Japanese high schools. The general and specific course organization in each country has its own characteristics. Korea has both required and elective subjects, but with less number of units, and the organization of the course is more general and extensive, while Japan has only required courses with more number of units and less number of subjects. What is significant in Japanese case is its course organization which presents more realistic and concrete materials. And this fact suggests us to consider the possibility to select more concrete materials and make systematic organization, aimed at reducing the volume to be taught by integrating similar subjects, but improving the quality of the education toward the educational objective of teaching students with more specialized skills and techniques.
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정옥님,김영숙,전옥하 조선대학교 교육연구소 1986 교과교육연구 Vol.9 No.-
Every country in the world has unique curriculums. This is because the expectation of individuals differs with each country's situation, social environment and social needs. Since our country is no exception, in legal limitation the educational curriculum is organized and restricted directly by the goverment. That is, the educational curriculum is organized to embody the national educational ideals. In this respect it is possible to explain the organization of the educational curriculum with respect to the socio-cultural background. The content of educational curriculums, receiving social influence, is determined in the of viewpoint sociology of knowledge through social analysis of the ideological and cultural background and organization process for the selection of content. From this point of view the middle school home economics curricums in Korea and Japan have been comparatively analyzed. Viewing the educational curriculum as being related to political ideology, national political ideology is to build an ideal society with the aid of educational activities to cultivate the ideal individual. In order to do this, political ideology is taken into account in the selection of content that is realizable as having political pursuable value by applying tactical and systematic restrictions on the educational curriculum. The organization of Korean and Japanese educational curriculums are formed in this context. Therefore, the educational ideals, educational laws, and educational objectives have been compared and their relationships surveyed. As a result, it has been found that the educational curriculum has been organized with the purpose of individual happiness and citizenship in Japan and individual character-building and social development in Korea. It has also been found that the objective of home economics education in Korea is a search of one's role and direction in society, and in Japan emphasis is placed on individual personality development and social adjustment. It can be said that this comes from the differences in the socio-cultural environments that the two countries have. So far the Korean educational curriculum has been revised four times and problems have always arisen in the adaptability of the curriculum. But, because our educational curriculum is formed under policy and systematic restrictions, before evaluating adaptability it is more desirable to reflect on the necessary content in preparation for life in society in order to meet changes and the future by finding adaptability in our present situation.
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