大邱.慶北地域 初等學校 學生들의 農業文解 水準에 관한 硏究

다국어 초록 (Multilingual Abstract)

The purpose of this study was to assess the agricultural literacy level and to present ways to promote the agricultural literacy of elementary school students in Taegu and Kyoungbuk areas.
As the research methods for this study, literature research and investigation research were employed. Domestic and overseas research articles, research reports, and dissertations were collected to examine the level and content of agricultural literacy. Literature research was carried out to investigate. the role and the importance of agriculture, the general agricultural education, the general agricultural literacy level, the cases of overseas agricultural education, and the general agricultural education in Korea.
The data collection instrument was specifically developed by the researcher on the basis of Na's ten agricultural education concept areas(1999) and Chung's twelve personal characteristics. The population of this study included 5th and 6th graders in elementary schools in Taegu and Kyoungbuk areas. Total of 495 students in 15 elementary schools in Taegu and Kyoungbuk areas was sampled through stratified cluster sampling method. The questionnaire data collection instruments were distributed to the subjects by mail, and 474 questionnaires(97.4%) were returned to the researcher. Among the returned questionnaires, 355 questionnaires(70.7 %) were used for statistics. The collected data were analyzed through descriptive statistics, t-tests, analysis of variance, and linear regression analysis.
The results of this study were
1. Characteristics of the respondents showed the students in Kyougbuk area were outnumbered by those in Taegu area, and the gender rate between male and female students showed no statistical significant difference.
2. The agricultural literacy score of the elementary school students in Taegu area was 30.29, and the score of their counterpart was marked 29.50.
3. The agricultural literacy score of the elementary school students in Taegu area was higher than the score from Kyoungbuk area, but there was no statistical significant difference between them.
4. Personal variables indicated a significant variance explaining agricultural literacy score. These variables included 'prospect of Korean agriculture', 'having a school farm', 'relatives living on a farm', and 'experience of raising plants gardens, or crops'.
The conclusions drawn from the results of this study were :
There was no statistically significant difference in the agricultural literacy levels of elementary school students in Taegu and Kyoungbuk areas. The levels of agricultural literacy for each group(60.58 % and 59.00%) were relatively high, when considered that there have been unsystematical operation of general agricultural education in elementary schools.
Recommendations for the succeeding studies are as follows:
1. There should be reflections on the realities that general agricultural education is being neglected as insignificant subject in elementary schools. And agricultural subjects in the elementary school curriculum should be instructed appropriately so that the students can acquire the required level of agricultural literacy.
2. Improvement of agricultural literacy level can be achieved an instruction which can promote predictable variables. Educators should emphasize the future of Korean agriculture is and will be prosperous. Also, educators should place their emphasis on the importance of the role that agriculture is a basic industry, not a declining industry, and that a new curriculum based on the general agricultural education and the career education should be developed and conducted.
3. School authorities should prepare the school farm in every school ; administrative and financial support is needed for the poor facilities in elementary agricultural education.
4. Educators and parents should provide students more opportunities to visit farms and have farming experience.
5. Educators should provide the optimal environment for students to have more and easier accesses to agriculture.
6. An inquiry into the entire agricultural level in Korea should be carried out so that the agricultural literacy level in elementary, secondary, and higher education can be connected and integrated with each other.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 가설 = 4
• 4. 용어의 정의 = 4
• 5. 연구의 제한 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 농업의 역할 및 중요성 = 6
• 2. 교양 농업교육 = 11
• 3. 교양 농업 교육 수준(농업문해 수준) = 14
• 4. 외국의 교양농업 교육 사례 = 18
• 5. 우리 나라의 교양 농업교육 = 21
• Ⅲ. 연구 방법 = 25
• 1. 연구의 대상 = 25
• 2. 조사 도구 = 25
• 3. 자료의 수집 = 27
• 4. 연구 절차 = 28
• Ⅳ. 연구결과 = 30
• 1. 응답자의 특성 = 30
• 2. 농업에 대한 지식 점수 = 32
• 3. 농업문해 평균점수의 집단간 차이 = 33
• 4. 농업문해 점수에 대한 회귀분석 = 34
• Ⅴ. 요약, 결론, 논의 및 제언 = 37
• 1. 요약 = 37
• 2. 결론 및 논의 = 38
• 3. 제언 = 40
• 참고문헌 = 42
• 부록 1. 초등학교용 협조문 = 45
• 부록 2. 연구문제 분석을 위한 검사지 = 47
• 부록 3. 응답자 특성 조사를 위한 설문지 = 54
• 영문초록 = 56