수공구를 이용한 목공교육 프로그램 개발과 적용사례 분석

다국어 초록 (Multilingual Abstract)

For effectual learning of Woodworking Education having risen recently, The program focusing on hand tools which enable to use both hands was studied. The satisfaction by pre-applying developed program was investigated, and through this, the future educational appliance plan, and development direction were found.

Thus, this research is developed for the purpose of the basic steps of carpentry training program using hand tools. As an early stage of the research process, I focus on proposing the overall direction for the future advancement through the examples of program education rather than analyzing the program’s direct effect.
Woodworking has already been verified many effects in a various forms, and especially the research aiming towards infants and children is actively being developed.
Woodworking is a field of technology education, and is a fine handwork program.
Also, it is dealt within the curriculum of practical course in elementary school, and of technology and home economics (industrial and domestic matter) in middle school.
It is also found as an example of Waldorf curriculum.
The education using hand tools could develop hand skill through the use of both hands continuously, and could build up creative thinking by using both left and right brain.
Through this, carpentry training with hand tools is the effective ways of education that fosters creative talent that 21stcentury human beings want.

The carpentry training program utilizing hand tools developed in this research has such things: the thinking tree, Tangram, making one’s own postcard & card, and Eco Wood Mosaic block using thinning-out tree. These are the programs of learning the use of hand tools as the courses of basic carpentry training for the intermediate and advanced courses.
Hand tools carpentry training program has its significance on making by directly using hand tools, and it shows apparent differentiations comparing to the results-oriented education. Also it is predictable that it has further progress and application possibility from the result of the analysis of the preference.
There were totally 476 students trained by the program. Among them 306 students responded the survey. 55% of them were well-contented and 32% contented. Thus overall 87% of students showed positive responses. The satisfaction survey for woodwork director showed that 52% are well-contented, and 34% contented. So the majority of the respond is the well-contented, and the positive responses took 86% of the total.
The question for carpentry training processing time was surveyed. The well-contented was 37%, and the contented 34%. The ratio of the well-contented was lessened, and the ratio of the contented increased, but the overall positive responses aggregated up to 71%.

There were many positive feedbacks from the students.The questions about the experience of using the basic hand tools and of process-oriented education were asked. They responded such as, “It was good to learn sawing”, “First experience of sawing was fun”, “I felt worth and fun by experiencing sawing”, “Though it was tough, it was good and it was rare experience”, “Doing sandpaper was interesting”, “It became a momentum to think about my career and aptitude”, “Collaborating with friends and brothers was good”, “Working with my parents was good”, “This was my first time touching wood stuffs”, “The experience of seeing and touching was exciting”, “I felt the value of wood and trees”, “I was relieved from stress”, “It was fun doing Tangram with my friends”, “I became aware of wood stuffs”. So carpentry training should step forward to better develop way.

목차 (Table of Contents)

• Ⅰ . 서론 1
• 1.2 연구배경과 목적 1
• 1.2 연구방법과 구성 5
• Ⅱ. 목공교육의 이론적 배경 6
• 2.1 선행연구 분석 6
• 2.1.1 목공교육의 사상적 배경 6
• 2.1.2 선행연구 8
• 2.2 실과 교과목 중 목제품 만들기 단원 10
• 2.2.1 실과 목제품 만들기 단원 교육과정 분석과 기존 연구 10
• 2.2.2 실과 '목제품 구상과 만들기 단원' 분석 13
• 2.2.3 실과 교과서 분석 15
• 2.3 외국의 발도로프 교육과 목공 16
• 2.3.1 발도르프 교육의 의미 16
• 2.3.2 발도르프 교육과 노작활동 17
• 2.4 기술교과 교육 19
• 2.4.1 기술교육의 정의 19
• 2.4.2 기술교육의 특성 21
• 2.4.3 기술교육의 교육효과 24
• 2.4.4 기술교육의 목적과 취지 25
• Ⅲ. 수공구를 이용한 목공교육 프로그램 26
• 3.1 교육프로그램 개발 방법론 26
• 3.1.1 수공구를 이용한 목공교육 프로그램 개발 방법론 30
• 3.2 재료소개 32
• 3.2.1 수공구 32
• 3.2.2 목질재료 33
• 3.3.3 사포 38
• 3.3.4 기타 재료 39
• 3.3 수공구를 이용한 목공교육 프로그램 개발 40
• 3.3.1 생각이 자라는 나무 41
• 3.3.2 조각조각 칠교놀이 47
• 3.3.3 나만의 엽서&카드 만들기 53
• 3.3.4 간벌목과 나뭇가지를 이용한 Eco-Wood Mosaic Block 58
• Ⅳ. 수공구를 이용한 목공교육 프로그램과 적용사례 63
• 4.1 교육프로그램의 설정 63
• 4.2 적용방안 모색 64
• 4.3 적용사례 65
• 4.4 평가와 전망 81
• 4.4.1 목공교육 프로그램의 만족도 분석 84
• 4.4.2 목공교육 체험 유무 분석 92
• 4.4.3 기타 의견 분석 93
• Ⅴ. 결론 96
• 참고문헌 100
• ABSTRACT* 102