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중학교 가정교과의 열린교육 활성화를 위한 수업 모듈 및 웹 기반 교육자료 개발
신상옥,유태명,한규정,윤지현,홍정숙,김유정,양정혜 한국 가정과 교육 학회 2000 한국가정과교육학회지 Vol.12 No.3
This study is about open and secondary level Home Economics Education which is applicable to field and which includes the characteristics, purpose and problems of each open education. secondary education and home economics education. Based on the ideology of open education, this study will identify the meaning of openness in terms of Home Economics Education reconstructing meaning. purpose, characteristics, curriculum paradigm and curriculum. The instructional model and module which use web, will be Presented as the results of the reconstruction works. The open instructional module in Home Economics Education, which will be operated on the web, is consisted of 1)setting the orientation of curriculum development, 2)instructional model development. 3)rebuilding the Home Economics Education curriculum 4)development of instructional modules and web-based materials and 5)construction of the web-site . Six instructional module begin with critical/emancipatory curriculum Paradigm in open Home Economics Education. use module as a unit of class management instead of 1 class. facilitates nest-type integration which is applied from open education keeping the nature of Home Economics Education. and focus on practical problem and problem solving through reconceptualization with dialectical perspective on individual, family and society. The practical problem solving model has four steps : Identifying practical problems. Understanding the contexts of Problem, Searching for solutions and examining its consequences . Action and evaluation . The web-site has to be developed based on the six instructional module includes those issues : self-identification for reinforcing autonomy and self-esteem. living with famity. living with friends, autonomous living. healthy living, and understanding sexuality.
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실천적 문제 중심의 고등학교 가정과 교육과정 개발에 관한 연구 : 식생활 내용을 중심으로
유지연,신상옥 한국 가정과 교육 학회 1997 한국가정과교육학회지 Vol.9 No.1
The purpose of this study was to develop a Home Economics curriculum for high school students based on practical problems focusing on Food and Nutrition. This study developed practical-problem based approach to curriculum development. This curriculum provided a series of the objectives, contents, learning activities, and assessments. The objectives were divided into process objectives and content objectives. The objectives focused on three systems of action which were technical action, communicative action, and emancipatory action. The contents of this curriculum focused on three practical problems ; 1) What should I do regarding my well-being? ; 2) What should I do regarding my family's well-being? ; 3) What should I do regarding my society's well-being? The cooperative learning strategies were mainly used in this curriculum. Students were assessed through learning experiences and achievement.
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이지향,신상옥 한국 가정과 교육 학회 1990 한국가정과교육학회지 Vol.2 No.-
This study aims finding a desirable practical skill evaluation practice evaluation method and then improving student's learning effect by analyzing the present state and the methods of practical skill evaluation in middle-high schools home economics education. Investigated persons are 250 of high schools home economics teachers(125) and middle schools home economics teachers(125) in Seoul, who are choosen by means of random sampling. The items analysis of questionnaires was performed by means of SPSS(Statistical Package for Social Science). The investigator analyzed their responses to the questionnaires according to teachers' ages, school careers, majors, places of employment, school years in charge. The results are marked with percentage and the significance level is verified by means of Chi-square(X?) analysis method, when necessary. This thesis handles practical skill evaluation of general practice units, of clothing and textile unit, and of nutrient and food unit. The results obtained from the items analysis are as follows; I. Results of the items analysis. A. Practical skill evaluation of general units. 1. The motivation and accomplishment feeling of students are most frequently considered as the aims of practical skill evaluation, but the results of practical skill evaluation are, by contraries, most infrequently considered as improvement materials. 2. A greatest number of teachers make together with their colleagues an annual plan for practical skill evaluation and inform students of the concrete informations of the test, but perform respectively practical skill evaluation, using 5 steps method. 3. The percentage that teachers majoring in home economics education as compared with others lay the similar stresses on the preparation processes, attitudes, and results of students is very high. 4. A greatest number of teachers realize the need of diagnostic evaluation and formative evaluation but don't perform them, and evaluate intermediately preparations of practice every time, believing firmly in the need of intermediate scoring. In the item of intermediate scoring, the significance level was verified according to teachers' majors and places of employment. 5. Most of home economics teachers' difficulty in practical skill evaluation is that there are so many students and school hours in their charge. The significance level is verified according to teachers' majors and places of employment. B. Practical skill evaluation of clothing and textile unit. 1. A greatest number of teachers first explain to students the outlines of practice and then let them do practice. The significance level is verified according to teachers' places of employment. 2. Most of teachers make and use the criterion of evaluation, and evaluate the process of practical skill. 3. Not only results but also the whole process is regarded important by the majority of teachers. C. Practical skill evaluation of nutrient and food unit. 1. Practical skill evaluation of this unit is most infrequently done and reflected in students records 3. A greatest number of teachers first explain the outlines of practice and then let them do practice, intermediately commenting the proceeding state. The significance level is verified according to teachers' ages and places of employment. 3. Teachers taste food made by students and comment them in every time. 4. Practice is done once a semester in most of schools. II. Possible proposals based on the above results. 1. By telling students the concrete informations(Content, criterion, date, and so on) of practical skill evaluation, teach teachers can evoke the students' learning motive. Teachers must utilize the standard table of practical skill evaluation made by the curriculum council and cooperate with their colleagues to teach students. 2. Most of teachers have many difficulties in evaluating students' practical skill because they have no enough time and no objective guidance method. Therefore the authorities concerned must develop the models of desirable guidance methods and allot enough school hours to home economics practice. 3. Teachers propose that more accurate and reliable standard tables than the existing ones should be developed.
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권유진,신상옥 한국 가정과 교육 학회 1998 한국가정과교육학회지 Vol.10 No.2
The purpose of the study is to search for on teaching and learning to improve creativity in home economics education. It has been improtant for students to formulate and solve problems aout home and family through creative thinking, home economics educatiors have to provide these teaching and learning methods. This research's methods were to search the importance of creativity in home economics education and the relavance between home economics and creativity, then to find the problems of some recent creativity education and formulate the assumption for creativity education in home economics education. Finally, it was presented the examples of teaching and learning to improve creativity. In above the process, we have to recognize as belows; 1. the teaching and learning methods in home economics education need the creativity for formulating problems and finding the elements which effect on practical problems. 2. It is properly selected to some teaching and learning methods in home economics education, and many methods to improve creativity may be included the assumptions for self-realization and moral responsibility.
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가정과 수업의 협동학습이 학생의 교과에 대한 흥미와 태도에 미치는 영향
양정혜,신상옥 한국 가정과 교육 학회 1998 한국가정과교육학회지 Vol.10 No.1
The purpose of this (1) to develop the teaching plan based on Cooperative Learning approach and (2)to investigate the effect of students' Interest on Subject mater and Teaaching method and Attitudes to others on the area of Foreign food in Home Economics class. Among those various types of Cooperative Learning's this study adopted 'Learning Together' developed by Johnsons. To investigate these purpose, subject matter were analyzed and reconstructed for Cooperative Learning. The tests were developed to evaluate the interest on the Subject matter and teaching methods, an the attitude to thers of the students. 108 femail high school students were divided into two groups with 54 students-traditional learning condition, Cooperative Learning condition-and had a 5 session. The subject of the class was foreign food including Western, Chinese, and Japanes food. Before and after the class, students were tested. The statistical methods used for the study were t-test. The research findings are as fooows : When the students in the Cooperative Learning classes were compared before and after the test, (1) interest on Subject matter were improved considerably(p〈.001) (2)Interest on Teaching methods were improved considerably p〈.05) (3)Attitude to Others were improved considerably (p〈.001) Therefore when the teaching-learning mldel based on Cooperative Learning was used in Home Economics class, their interest on the subject and teaching methods and attitude to others were improved.
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이수희,신상옥 한국 가정과 교육 학회 1997 한국가정과교육학회지 Vol.9 No.2
The purposes of this study are: (1) to analyze the learning content & subjects on the area of clothing and textiles in Home Economics for Young Men:A Teaching Guide, (2)to compare it with the learning content & subjects on the area of clothing and textiles in Home Economics teaching guides in the middle school in Korea, (3)to provide preliminary data for developing the learning content & learning method on clothing and textiles education for middle school students. To implement these proposals, Home Economics for Young Men: A Teaching Guide in U.S.A and 6 Home Economics teaching guides for the middle school in Korea are reviewed and analyzed. The research findings were as follows: 1.Home Economics for Young Men is characterized as including: (1)interesting learning contents for girls and boys in the middle shool, (2)learning contents for helping students to work on their own initiative, (3)learning contents related to actual life, (4)practical consumer education content related to clothing and textiles area, (5)learning contents for developing originality, (^)learning contents related to vocational education. 2.The subjects in Home Economics for Young Men give careful considerations especially on how to learn. They are based on the idea that middle school students have to learn and to solve the subject by themselves. 3.Learning contents on Home Economics teaching guides for middle school in Korea are different from learning contents in Home Economics for young Men in the subject & the form of description, the subject matter of practice in cloting area, the standpoint of description on clothing matters. The subjects in Home Economics teaching guides for middle school in Korea don't give careful consideration on how to learn. There are little idea that middle swchool students have to learn and to solve the subject by themselves.
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신상옥 中央大學校 韓國敎育問題硏究所 1995 韓國敎育問題硏究所論文集 Vol.- No.10
In Korea, both boys and girls of middle school have started to learn home economics subject for the first time since March, 1995. This paper is intended to find if the organization and contents of the home economics textbooks serve the education, which brings up the ability and the attitude to adapt to the future society. Using methods are the analysis of the first-grade middle school textbooks and the survey of middle school teachers. The major findings are as follows : 1. Analysis of textbooks (1)Areas of foods and colthings domains showed a high proportion in the domains of the 8 kinds of home economics textbooks. (2)Subjects of cooking in an area of food and making a fabric bag in clothing area are common subject matter in the experimental and practical subject of the each text book. (3)Through the imposition of experimental and practical lab works in homework and students' activity, the contents in 5 kinds of textbooks attempt to bring up creativity and problem-solving skills. (4)The contents about saving resoures and preservations of environment are the most popular in the textbook illustrations. (5)The various organizations and contents of each textbook reflects the author's educational philosophy. 2. Teacher's opinions about new textbooks. (1)They responded that the organizations and contents of new textbooks were improved. (2)The view that the suggestion of unit objectives is useful for learning activities and evaluation was 89%. (3)Many teachers told that the content level was high and that the learning quantity was too much for the time assigned. (4)They claimed it was desirable to place the guiding goals on the cultivation of ability and attitude which enables to be adaptable to future society. (5)It is showed that the proportion of teachers who reconstruct the textbooks 39% and the proportion of teachers who teach the textbook intact is 44%. (6)As to the fulfillment of experimental and practical textbook items, only a few teachers(10%) always execute the items while most of teachers(65%) carry out the items that they think are important. (7)It is found that the most frequently used learning materials are substance materials and after that charts, photographs, videos.
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