양성평등적 관점에 기초한 제7차 교육과정 중학교 家政 교과서 삽화 및 사진 내용분석 = Content Analysis of Illustrations and Photos in the Middle School Home Economics Textbooks in the 7th Curriculum from the Gender Equity Perspective

다국어 초록 (Multilingual Abstract)

The aim of this study is to pave the way for escaping the conventional notion of gender role by using its result obtained through the Analysis the Gender Equity in the illustrations and photos according to the 7th Curriculum from the Gender Equity centering around the sphere of Home Economics in the middle school Technics and Home Economics textbook as basic materials to contain students' gender-equity consciousness while writing textbooks because the realization of gender-equity came to the surface as one of the most important educational projects.
Thus, this study conducted measuring analysis and in-depth one simultaneously of illustrations and photos according to each publishing company and each unit with an object of 15 volumes of Home Economics written long ago and used most in the front-line schools. The conclusion obtained through the analyses is as follows.
There appeared mixed characters in the sex formation and the relationship with the characters shown in the illustrations and photos. And familial relationship and non-familial one appeared alike. As compared with what non-familial relationship of the mixed characters in the 6th Curriculum was high, we can know the importance of family life is being gotten more and more emphasized.
In the color of clothing and the attire, the illustrations had a lot of gender-inequity, but realistic photos had a lot of gender-equity. As a result, we should have a lot of interest in illustrations and show the will power to improve them.
The rate of female to male appeared as one to one on the whole in the distribution of sex. And this shows that when compared with the 4th, 5th and 6th Curriculum, it (the rate of sex) is being improved by degrees according to the revision of the curriculum.
In terms of activity background of characters, women are against home a lot and men against schools and outdoor places. This is being improved a little according to the shift of the Curriculum, but the fixed notion of sex role that men should do outdoor work and women do house work still remains.
In terms of activity description of adult characters, both women and men in the illustrations and photos had a lot of non-occupational activities, but what the rate that men take part in occupational activities was higher means the existence of the fixed notion of sex role. This shows that it is the same as analysis result of the 6th curriculum textbooks.
In terms of the activity description of children and teenagers, both boys' and girls' students appeared at the sphere related to home life and it is encouraging when teenagers take it into account to lead the futuristic society of gender equity
In terms of job distribution of adult characters, it showed that most of women played the role of housekeepers and men worked for jobs such as engineers or office workers. That means each job of men and women gave too much importance on specific work partially. Especially, few women worked as a professional, a technical service, a worker, a soldier ,a worker related to agriculture, forestry, and fishery. And the number of men occupation was described more variously than that of women. Therefore, both men and women should be distributed evenly and expressed in the various occupational category in relation to jobs in the future.
In terms of gender equity and gender inequity to take the situation of characters into consideration, it showed that gender equity was higher than gender inequity a little. There was no difference according to each publishing company, but there was much difference according to each unit. Therefore, we analyze the situation of each unit so concretely that we should pay attention to writing textbooks with the great ca
Like this, compared with the 4th, 5th and 6th curriculum, gender equity was improved in the Middle School Home Economics in the 7th Curriculum from the Gender Equity Perspective, but as far as the appearance of men and women in the illustrations and photos was concerned, gender inequity appeared in the sex role, the background of activity, the description of activity and so on.
Especially, while dealing with the change of modern society, men appeared in the field of labor movement, environment preservation movement, and social security policy once in a while, but because the contents related to women's status change in the modern society in Korea are not mentioned at all, we should pay great attention to this in the future.
Accordingly, Those who are involved in textbooks should consider these kinds of points and write textbooks in the revision process of the textbook worked by the 8th Curriculum so that middle school textbooks can get to qualify students with the leading role of futuristic society and have the role consciousness of women and men.

목차 (Table of Contents)

• 목차
• SUMMARY = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 6
• 3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 양성평등의 일반적인 개념 = 8
• 2. 교육에서의 양성평등의 개념 = 9
• 3. 교과서에서의 삽화와 사진의 의의 및 기능 = 12
• 4. 선행연구고찰 = 14
• 가. 양성평등교육 = 14
• 나. 교과서 분석 = 16
• 다. 삽화 분석 = 18
• Ⅲ. 연구 방법 = 20
• 1. 분석 대상 = 20
• 가. 분석 대상 교과서 = 20
• 나. 분석대상 삽화 및 사진 = 21
• 2. 내용분석방법 = 22
• 3. 신뢰도 = 23
• Ⅳ. 연구 결과 = 24
• 1. 계량분석 = 24
• 가. 등장인물의 성별 구성 = 24
• 나. 등장인물간의 관계 = 27
• 다. 등장인물의 옷의 색 = 33
• 라. 등장인물의 옷차림 = 36
• 마. 등장인물의 성별 분포 = 38
• 바. 등장인물의 활동 배경 = 41
• 사. 성인등장인물의 활동 묘사 = 46
• 아. 아동 및 청소년등장인물의 활동 묘사 = 58
• 자. 성인등장인물의 직종분포 = 63
• 차. 종합적 상황을 고려한 분석 = 69
• 2. 심층분석 = 73
• 가. 등장인물의 성별 구성과 성별 분포 = 73
• 나. 등장인물간의 관계 = 78
• 다. 등장인물의 옷의 색 = 81
• 라. 등장인물의 옷차림 = 84
• 마. 등장인물의 활동 배경 = 86
• 바. 성인등장인물의 활동 묘사 = 87
• 사. 아동 및 청소년등장인물의 활동 묘사 = 90
• 아. 성인등장인물의 직종분포 = 95
• 자. 양성평등적 관점에서의 종합적 판단 = 98
• Ⅴ. 요약 및 결론 = 107
• 참고문헌 = 112
• 부록 = 118
• 부록 1 직업의 분류 = 119
• 부록 2 삽화별 분석지 = 120
• 부록 3 사진별 분석지 = 121
• 부록 4 삽화 등장인물 분석지 = 122
• 부록 5 삽화 등장인물 분석지 = 123