가정과 교육에서의 진로교육내용분석과 흥미도에 따른 진로선택유용성에 대한 인식 = (An) content analysis on career education in home economics education and the usefulness in choosing career as interests

국문 초록 (Abstract)

제7차 교육과정에서는 ‘다양한 분야의 지식과 기능을 익혀 적극적으로 진로를 탐색하는 경험을 가진다.’를 중학교 교육목표 중 하나로 제시하고 있다. 추구하는 인간상으로는 ‘넓은 교양을 바탕으로 진로를 개척하는 사람’이라 하였으며, 이를 구현하기 위한 구성방침으로는 ‘학생의 능력, 적성, 진로를 고려하여 교육내용과 방법을 다양화 한다.’라고 제시하고 있다(교육부, 1997). 이와 같이 제 7차 교육과정에서는 교육목표와 구성방침에 진로교육 관련 내용이 포함되어 있다. 그러나 아직까지 가정교과서에 포함된 진로교육에 대한 내용이 부족하고 학생들이 진로를 탐색할 수 있는 내용이 충분하지 않다. 이를 극복하기 위해서는 점차 가정교과서내의 진로교육 관련 내용들을 더 많이 포함시키고, 학생들의 가정교과에 대한 흥미도와 진로선택 유용성과의 상관관계를 분석하고 그에 따른 체계적이고 다양한 진로교육이 행해져야 할 것이다. 그리하여 본 연구는 제7차 교과과정 중학교 가정교과서에 반영된 진로교육내용을 출판사별로 조사 비교 분석하고, 일선 중학교에서 진행되고 있는 가정과 진로교육의 실태를 중학교 가정교과과정을 이미 거친 고등학교 1학년 학생들을 중심으로 비교·분석하였다. 그에 따른 학생들의 가정교과 진로교육에 대한 인식을 알아보고, 단원별 흥미도와 진로선택 유용성의 상관관계를 조사하여 다음 교육과정을 편성함에 있어 바람직한 기초자료를 제공하며, 중학교에서 학생들이 가정교과를 통한 올바른 진로교육을 할 수 있도록 하는데 그 목적이 있다.

목차 (Table of Contents)

• 목 차
• 목 차 ···························································································· ⅰ
• 표 목차························································································· ⅲ
• 국문 초록 ·····················································································ⅳ
• Ⅰ. 서 론························································································ 1
• Ⅱ. 이론적 배경············································································ 3
• 1. 진로교육의 개념과 필요성····················································· 3
• 1) 진로교육의 개념····································································· 3
• 2) 진로교육의 필요성································································· 5
• 2. 중학교단계의 진로교육····················································· ····· 6
• 3. 가정교과와 진로교육······························································· 7
• 4. 흥미도와 진로교육·································································· 11
• 5. 성별과 진로교육······································································ 12
• Ⅲ. 연구방법 및 절차··································································· 14
• 1. 연구 문제··················································································· 14
• 2. 연구대상 및 자료수집······························································ 15
• 3. 조사도구····················································································· 18
• 4. 자료분석방법············································································· 22
• Ⅳ.연구결과 및 논의······································································ 23
• 1. 가정 교과서내의 진로교육 내용············································· 23
• 1) 아동학, 가족학 영역 교과서 진로교육 내용······················· 24
• 2) 의복재료와 관리, 의복 디자인과 구성 영역
• 교과서 진로교육 내용···························································· 30
• 3) 가정경영, 소비자학 영역 교과서 진로교육 내용··············· 33
• 4) 주거와 실내디자인 영역 교과서 진로교육 내용················· 38
• 5) 영양학, 식품과 조리 영역 교과서 진로교육 내용 ············· 40
• 6) 중학교 가정교과서에서 다룬 진로 영역의 비중················· 45
• 7) 중학교 가정 교과서에 제시된 직업명·································· 48
• 2. 가정교과서내의 진로교육 현황 분석····································· 49
• 1) 가정교과의 진로교육의 일반적인 인식······························· 49
• 2) 가정교과의 단원별 흥미도····················································· 53
• 3) 가정교과의 단원별 진로선택유용성에 대한 인식·············· 56
• 4) 가정교과의 단원별 흥미도와
• 진로선택 유용성의 상관관계················································ 58
• Ⅴ. 결론 및 제언············································································ 61
• 1. 요약 및 결론·············································································· 61
• 2. 제언···························································································· 63
• 3. 연구의 제한점··········································································· 64
• 참고문헌························································································· 65
• Abstract·························································································· 68
• 설문지····························································································· 72
• 감사의 글······················································································· 78