서울소재 교육대학원 가정교육전공 교육과정에 대한 운영실태와 교육대학원생의 인식

이선정,신혜원 한국가정과교육학회 2008 한국가정과교육학회지 Vol.20 No.4

This study aimed to examine the operation of the Home Economics education courses in the graduate schools of education, and to find out how graduate students perceive them. Data were collected with the use of handbooks issued by 11 graduate schools of education located in Seoul, and through telephone conversations with the administrative staff. To determine how graduate students majoring in Home Economics perceive their Home Economics courses, a survey was conducted among the graduate students in 10 graduate schools of education, and a total of 131 accomplished questionnaires were used for data analysis. The results of the study are as follows. First, all 11 graduate schools aimed to retrain their teachers, enhance their professionalism, and produce home economics education experts. The Home Economics Education courses come in two strands; a teacher's course and a major course. Most of the schools require a total of 30 credits. All Schools lack professors. Only 3 graduate schools have a home Economics Department in the College of Education. All graduate schools are offering a teacher’s course based on a teacher’s certification system. In a major course, Home Economics education has the largest number of subjects, with Clothing and Textiles and Food and Nutrition being given greater emphasis, and Consumer Economics, Home Economics Management, Child Care, and Family and Housing Studies being given less emphasis. Second, they mostly regard the graduate school of education as producer of experts, followed by producers of teachers and teacher re-trainers. Those who were majoring in Home Economics Education in college, and the teachers, are more interested in teacher re-training, while the non-teachers and those who were not majoring in Home Economics Education are more interested in producing teachers. They are less satisfied with the operation of the graduate school of education. But they are generally satisfied with the Home Economics Education course. Graduate students registered the lowest satisfaction with a major course, especially experimental subjects. For a teacher's course, the graduate students who are not teachers exhibited higher satisfaction, whereas the teachers showed lower satisfaction. But teachers registered more satisfaction with the practical use of major subjects in the educational field, thinking that their major was a big help in their work at a school. As for what has to be improved with regard to the Home Economics Education course, many cited the necessity of securing a good faculty and expanding the major subjects.

가정과교육(家庭科敎育)의 정체성(正體性)으로서의 문화교육(文化敎育)에 대한 연구

송진숙 ( Jin Suk Song ) 한국사상문화학회 2010 韓國思想과 文化 Vol.54 No.-

본 연구의 목적은 가정과교육의 교육원리에 입각한 교육의 정체성으로서의 문화교육에 대한 이론적 탐색과, 가정과교육에서 인간생활의 현상을 문화적 가치의 중요성으로 인식하여 교육의 이상을 실현하고자 한다. 가정과교육은 교과로서의 가치와 정체성의 혼돈과, 시대가 요구하는 융통성 있고 진취적인 사고 능력을 갖춘 전인적 인재를 양성하는데 역부족을 실감하고, 가정교과의 정체성을 회복함과 동시에 가정과교육을 통해 학습자들이 총체적으로 현대사회를 바르게 이해하고 적응해가도록 문화교육에 주안점을 둔다. 가정과교육은 인간이라는 존재와 인간 형성의 터전이고 생활의 공간인 가정을 중심으로 일어나는 삶의 문제를 총체적으로 해결하는 과정에서 학습자를 성숙한 인간으로 육성하는데 그 근본적인 목표를 두고, 가정과 교과의 목적이 ‘가정생활의 개선’, ‘개인 및 가족의 복지 증진’으로 교육과정 원리에 입각하여 내용면에서 문화적인 소재의 다양성을 활용하여 여러 방법으로 문화교육을 실행할 수 있다고 본다. 이에 가정과교육은 교육 내용의 구성과 교육방법에 있어서의 획기적인 변화가 이루어져야 한다. 즉 가정생활, 사회생활과 연관된 자아의식과 사회의식 등을 기르는 가치관 교육으로서의 문화교육으로 나아가도록 교과 내용을 재구성 하고, 이를 실현하기 위해 대안적인 문화교육의 방법이 도입되어야 한다. 지금까지의 가정과교육에서의 문화교육은 주로 복식문화와 관련된 내용과 식생활 문화, 소비문화 등으로 이들의 특징은 각각의 문화현상의 변화를 기술하고, 그 현상을 설명하는데 초점이 맞추어져 있다. 그러나 앞으로의 가정과교육에서는 교과서에서도조차 의·식·주·가족관계·소비 생활 등으로 나누어 교과내용을 기술하고 있는 기존 방식에서 벗어나 역사적·사회적 맥락에 의한 복식문화, 식문화, 주거문화 등으로 변화된 것을 제시해야 한다. 즉 가정과교육이 민족적·역사적·사회적 배경에 관심의 초점을 두고 문화적 의미를 해석하는 능력과 그 사회의 문화적 맥락에 따라 이해하고 평가하며 존중하는 태도를 습득하게 하여야 한다. 그러므로 가정과교육에서는 교과교육에서 문화교육의 철학을 가지고 교수학습의 중추적 역할을 해야 하며, 교과교육의 중요한 교육매체인 교과서도 문화교육의 관점에 입각하여 기술되어야 한다. 특히 학습자에게 민족이나 인종에 대한 편견 없이 다문화의 관점으로서 문화는 각 사회 특유의 세계관과 관계되며 문화의 우열은 존재하지 않는다는 점을 강조하는 교육 내용을 구성해야 한다. The main purpose of this study was to explain the identity and cultural education of home economics education, which is a new home economics education paradigm regarding characteristics and image of home economics. First, the identity of home economics education were the byproducts of home economics education operation of the past, present, and future, and had the characteristics in changing in accordance with the change of time. Second, home economics education had been organized in efficiency-centered curriculum to attribute and to be possibility to make a student be a cultured man, which is home economics education aims, based on theories and methods of culture education in home economics education. Third, the reason of crisis in home economics education is faced with that culture has not been treated intensively from the educational point of view even though the center of home economics education is life. Basic and essential contents that is suitable for bring up the cultured student leading creative changes should be found and presented. Fourth, the curriculum and content organization should be reexamined. The prescriptive home economics education has brought about a serious question on the meaning and value of the contemporary home economics education as the cultural education. Finally, the students can understand the past and present about the contents more than acquiring limited contents, develop the skill to draw the future, and further more improve their intellectual mind understand deeply other culture as well as our culture for home economics education.

가정학에서의 융합교육 실현 방안

정미경(Chung, Mee-kyung) 한국실과교육학회 2016 한국실과교육학회지 Vol.28 No.1

본 연구는 가정학에서의 융합교육 실현을 위한 기초자료를 제공하는데 목적을 두었다. 이러한 연구 목적을 달성하기위해 연구의 내용은 융합교육의 의미와 접근방법, 가정학의 정의와 학문적 특성을 통해 첨단융합시대에서 가정학의 역할을 탐색하고, 가정과교육 분야에서 이루어진 융합교육 관련한 자료들을 수집·분석하여 가정학에서의 융합교육의 실현 방안의 제시하는 것으로 구성되었다. 연구는 문헌 연구로 수행되었다. 연구 결과를 통해, 첫째 융합교육은 가칭 ‘2015 융합교육과정’ 2) 개발과정에서 본격적으로 사용한 용어로서 융합교육은 창의적 융합인재 육성에 목표를 두는 교육으로 그 접근방법은 통합적 접근방 법이 권장되며 특히 2015교육과정 개발진은 융합인재교육은 과학, 기술·가정이 중심이 되어야 한다는 점을 상도하고 있음을 파악할 수 있었다. 둘째, 가정학은 우리 삶에 중요한 학문임이 확인되었으며, 가정과 교육은 ‘가정성’과 함께 ‘직업소 양교육’을 포함하여 가정학의 핵심가치와 핵심적 실무능력을 분명히 설정해야 할 것으로 본다. 특히 가정학의 특성인 통합성과 실천성은 융합교육의 중심교과로서 가치가 있는 것으로 나타났다. 셋째, 가정학에서의 융합교육 실현을 위한 방안으로 1)2015 융합교육과정 개정에 대해 지속적 관심과 참여, 2)첨단 융합시대에 부응하는 가정학으로서의 업데이트, 3)융합교육을 위한 가정과 내용 체계의 균형 잡기, 4)통합의 적합성이 확인된 초등 가정영역에서의 적극적 융합교육연구의 수행, 5) 교사들의 전문성과 자율성이 발휘되도록 융합교육의 실제적 경험의 기회 부여 등과 같은 5가지 방안을 제안하였다. 융합교육은 창의적 융합인재의 육성을 위한 교육으로서 시대에 주요한 교육 목표라고 본다. 또한 가정과교육은 융합교육에 중심적 역할을 할 교과로서 특히 초등실과 가정생활영역으로 부터의 시작이 효과적이라고 보며 이에 관한 후속연구를 제언하였다. The purpose of the study was to suggest the methods for realizing the convergence education in the Home Economics. Contents of the study are: 1)the meaning and approach of convergence education, 2)home economics of the convergence science and tech era, and 3) consisted of realized methods of convergence education in home economics education. The literature research methods was utilized to achieve the purpose of the study. The following conclusions were drawn from this study : First, ‘convergence education’ can be said is still putting the target concept creative convergence human resources training, but has not been clearly defined. Is that education is an integrated approach to convergence methods is recommended, and science, technology, home economics subject should be the center. Second, home economics has been identified as an important discipline in our lives, home economics education shall be deemed to include a job literacy education with managing the household , you need to clearly set the core values and core practical skills in home economics. Especially characteristic of integration and practice of home economics was to be worth as a central subject of convergence education. Third, 5 methods suggested as way to realize convergence education in home economics education: 1) curriculum convergence 2015 continued interest and commitment to the revision, 2)update as Home Economics to meet the age of convergence science and tech era, and 3)to balance home and information systems for convergence education and 4)the suitability of the integrated performance of the identified active convergence education research in elementary education home economics area, 5)opportunities for the convergence education of practical experience that demonstrate professionalism and autonomy of teacher education.

고교학점제 운영을 위한 가정과교육의 혁신 방향 탐색

최성연(Seong-Youn Choi) 전남대학교 생활과학연구소 2021 生活科學硏究 Vol.31 No.-

The purpose of this study is to explore the innovative direction of Home Economics education for the operation of high school credit system. To achieve the purpose of this study, the study investigated and analyzed the documents related to high school credit system, previous studies, and the results of the survey on public participation, and the philosophy and curriculum of Home Economics education. Home Economics education needs to establish a new Home Economics philosophy by exploring the human condition with a focus on humans and human behavior in order to strengthen the personality education and humanities literacy education required by the people. In relation to the innovation of the Home Economics curriculum of high school credit system, Home Economics education needs to develop the curriculum for all areas of Home Economics, develop and operate the joint curriculum of Home Economics, modularize the Home Economics curriculum, develop the vocational information data for each field of Home Economics curriculum, develop the guidance data for Home Economics curriculum, develop the guidance data for the curriculum for the department of Human Ecology and the curriculum for the completion of the curriculum, develop the teaching and learning materials for each level of Home Economics curriculum, and develop the education program linked to local community and school field education. In relation to ‘establishment of student growth-oriented instruction and evaluation system’, it is necessary to develop and apply alternative evaluation methods such as selection of class contents according to practical problems, design of class according to the process of practical problem-based learning, development of on-line and off-line teaching and learning contents, development and application of various teaching and learning methods, and process polio. In relation to ‘building infrastructure such as teachers and facilities’, it is necessary to improve the empowerment of Home Economics teachers, to reorganize the curriculum for Home Economics teachers, to build a Home Economics maker space, and to build facilities that incorporate advanced technologies. In relation to ‘formation of a learning community culture’, it is necessary to develop customized training programs for Home Economics teachers, to revitalize teacher learning communities and Home Economics research groups, and to establish a network of Home Economics education learning community.

진로교육 집중학년・학기제에서 진로개발역량 강화를 위한 교과통합 진로교육 방안 연구 - 2015 개정 기술・가정교육과정을 중심으로 -

김서현 한국가정과교육학회 2017 한국가정과교육학회지 Vol.29 No.4

The purpose of this study is to activate Home Economics integrated career education for strengthening career development competency in a career education intensive semester & grade system. To do this, the trend of subjects-integrated career education, and the relationship between achievement standards of Home Economics in high school and career development competency were analyzed, methods for Home Economics subjects-integrated career education were investigated, then a case study was developed. The main research results of this study are as follows. First despite the importance of subjects-integrated career education, there are much rooms to improve in operation of the career education intensive semester & grade system. Therefore, the systematic preparation for subjects-integrated career education is required at the time of application of the 2015 revised curriculum and the expansion of the career education intensive semester & grade system. Second, all achievement criteria in three domains of Home Economics were shown to be highly related to career development competency. Eventually it could be confirmed that the Home Economics is a core subject that meets the goals of career education and hones career development competency to be prepared as future human resources. Finally, in order to strengthen the career development competency, a case study of Home Economics integrated career curriculum focusing on the association with curriculum-teaching & learning-evaluation was developed and proposed. Even though the developed case study of curriculum has not been proven yet in the class, this study is expected to contribute to the enlargement of career education of Home Economics in the career education intensive semester & grade system as fundamental data for integration of Home Economics and career education. 본 연구는 진로교육 집중학년・학기제에서 진로개발역량 강화를 위한 가정교과통합 진로교육을 활성화하는 데 목적이 있다. 이를 위해 진로교육 집중학년・학기제에서 교과통합 진로교육의 동향, 고등학교 가정과 성취기준과 진로개발역량과의 관계 분석 및 가정교과통합 진로교육 방안을 탐색하고, 수업 사례를 개발하였다. 이 연구의 주요한 연구 결과는 다음과 같다. 첫째, 진로교육 집중학년・학기제에서 교과통합 진로교육의 중요성에도 불구하고 운영에 미흡한 점이 많다. 이에 2015 개정교육과정의 적용과 진로교육 집중학년・학기제의 확산을 앞두고 있는 시점에서 교과통합 진로교육을 위한 체계적인 준비가 요구된다. 둘째, 가정교과 3개 영역의 모든 성취기준은 진로개발역량과 관련성이 매우 높은 것으로 나타났다. 이를 통해 가정교과는 학교 진로교육의 목표를 달성하고, 미래 인재로서 갖추어야 할 진로개발역량을 길러주는 핵심적인 교과임을 확인할 수 있었다. 셋째, 진로개발역량 강화를 위해 교육과정-교수・학습-평가의 연계를 중심으로 가정교과통합 진로수업 사례를 제시하였다. 본 연구의 제한점은 개발된 수업 사례를 현장에 적용하지 못해 그 효과를 확인하지 못한 것이다. 하지만 본 연구는 가정교과와 진로교육의 통합을 위한 기초 자료로서, 진로교육 집중학년・학기제에서 가정교과의 진로교육 활성화에 기여할 것으로 기대된다.

한국가정과교육학회 30년 역사의 성과와 가정과교육의 미래 비전과 사명

유태명,양지선,주수언,유난숙 한국가정과교육학회 2019 한국가정과교육학회지 Vol.31 No.4

This study was conducted to reflect on the 30th anniversary of the Korean Home Economics Education Association(hereafter KHEEA) and to put forth a vision and a mission statement. To meet this purpose, first, reflection points were including the achievements of KHEEA for the last 30 years, the status of home economics education, themes of the bi-annual conferences of the Association, and the social contribution of home economics teachers. It was revealed that research and instruction in home economics education thrived by addressing social needs through its efforts in its 30 years of history. Second, a vision and a mission of home economics education were proposed in order to explore the prospective role of home economics education. The sharing of vision and mission functions as an ideal value and goal that home economics education as a profession should pursue, and it leads home economics professions to the direction that it should pursue. From this study, acting on a vision and a mission of home economics education, will lead to the development of a free individual, free society and sustainable environment, ultimately achieving the total well-being of individuals and families, society, and environment. This study reached the conclusion that the role of home economics education will become more prominent in the future society.

소셜 네트워크 분석(SNA)을 활용한 가정교육학의 지식구조 탐색: 한국가정과교육학회지에 게재된 논문을 중심으로

박미정,유난숙 한국가정과교육학회 2024 한국가정과교육학회지 Vol.36 No.2

이 연구는 한국가정과교육학회지를 중심으로 가정교육학의 지식구조를 탐색하는 데 목적이 있다. 이를 위해 한국가정과교육 학회지에 2004년부터 2023년까지 게재된 758편의 논문을 대상으로 소셜 네트워크 분석을 활용해 가정교육학의 지식 네트워크를 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 가정교육학 지식 네트워크는 구조적으로 좁은 세상 네트워크의 특성을 보였으 며, 아동⋅가족 영역 및 진로성숙도와 관련된 논문이 인용횟수가 많아 이 영역의 연구가 가정교육학 지식구조에 영향력이 큰 것으로 나타났다. 둘째, 가정교육학의 지식구조는 가정교과와 교육과정 등을 중심으로 (1) 교과서의 내용 분석과 교수학습 설계 그룹, (2) 실천적문제및프로그램의개발및적용그룹, (3) 가정과수업이중등학교청소년의행동과태도등에미치는영향 그룹, (4) 가정과 교육환경과 관련된 가정과교사의 인식이나 실태 그룹으로 구조화되었다. 시계열적으로 분석한 결과 인식, 내용, 단원, 가정과교사, 실천, 행동, 영향 등의 핵심 키워드는 그 영향력이 줄어들고, 교육과정, 교과서, 개발 등은 그 영향력이 점차 커지는 추세를 보였다. 셋째, 가정교육학의 하위 지식구조로 7개(가정과교육과정 방향, 가정과 교수학습 적용과 효과, 가정과교육의 인식 및 요구, 가정과교육과정과 교과서, 청소년의 자아존중감과 가족관계, 청소년 소비행동 및 의복, 영양과 건강한 식생활)를 도출하였으며, 가정교육학 지식구조에서 ‘가정과교육의 인식 및 요구’의 비중은 감소하고, ‘가정과교육과정과 교과서’, ‘가정과 교수⋅학습과정안 적용’의 비중은 증가하는 추세를 보였다. 또한 ‘청소년의 자아존중감과 가족관계’와 ‘가정과 교육과정과 교과서’가 가정교육학 지식구조에서 가장 영향력이 있음을 확인하였다. 이 연구는 가정교육학 지식구조의 핵심 키워드와 하위구조의 시계열적인 변화를 보여줌으로써 가정교육학 연구의 지식구조를 이해하고, 확장하는 토대를 마련했다는 데 의의가 있다. This study aims to explore the knowledge structure of the field of home economics education. To achieve this, the knowledge network of the field of home economics education was analyzed using social network analysis on 758 articles published between 2004 and 2023, focusing on those in the Journal of Home Economics Education Research. The main findings of the study are as follows: First, the knowledge network exhibited characteristics of a small-world network. Papers on children, family, and career maturity significantly influenced the knowledge structure. Second, the knowledge structure is centered around the home economics subject and curriculum and is organized into four groups. A temporal analysis revealed that the influence of core keywords such as perception, content, unit, home economics teachers, practice, behavior, and influence has decreased, while the influence of curriculum, textbook, and development has shown a trend of increasing. Third, the sub-knowledge structures were identified as seven categories. The study found that the influence of ‘perception and demand for home economics education’ is decreasing, whereas the influence of ‘home economics curriculum and textbooks’ and ‘application of home economics teaching and learning process’ is increasing. Additionally, ‘adolescent self-esteem and family relationships’ and ‘home economics curriculum and textbooks’ were found to be the most influential in the knowledge structure of home economics education. This research is significant as it demonstrates the temporal changes in the core keywords and sub-structures of the knowledge structure within the field, thereby providing a foundation for understanding and expanding the research knowledge structure in the field of home economics education.

대안학교 중 특성화 중학교의 가정교과 운영실태 및 인식에 관한 연구

배소영,신혜원 한국가정과교육학회 2008 한국가정과교육학회지 Vol.20 No.1

This study examined the organization and operation of home economics curriculum of specialized middle school in the form of regular school among alternative schools and analyzed the perceptions of teachers and students about home economics class. Interviews were conducted with teachers of 6 specialized schools in order to determine the operations and teachers' perceptions of home economics education. Students' perceptions for home economics class were gathered through surveys with students from the 3 (of the original 6) schools that authorized the questionnaire survey. The final analysis utilized 205 student responses. Survey data were analyzed using the SPSS program. The results of the research were as follows: First, home economics education within specialized middle schools was mostly conducted according to the form of the technology-home economics curriculum, which is the national common basic curriculum. Compared to the 7th national curriculum, the class of technology-home economics curriculum in 4 schools occurred 1 hour less each week. Each school incorporated various specialized curricula related to home economics. Second, as for the operation of home economics education in specialized schools, most home economics classes were conducted by teachers who had majored (or minored) in home economics. Moreover, all but 1 school, which used self-made materials, used the national textbook and dealt with the entire content of the textbook. For teaching-learning methods and instructional media, various means were utilized. For evaluation methods, most schools based grades on paper-and-pencil tests(50-60%) and performance tests(40-50%). Third, among teachers' perceptions of home economics education, the meaning of home economics education was focused on practical help and the pursuit of home happiness; the purpose was to realize the happiness of students and their homes by applying these to actual living, and increase students' ability to see the world. In regards to difficulties in educational operations, most pointed out poor conditions of practice rooms. As for differences from general schools, most teachers mentioned the active communication with students. Fourth, through the home economics class, it was found that students perceived the goal of technology-home economics curricula as lower than average. Among students' perceptions about home economics class, most were negative. Perceptions about goal of technology-home economics curricula and home economics class also showed meaningful differences according to each school. Students of the school, which had more home economics class hours and specialized curricula related to home economics, perceived more positively. Also, students who were more satisfied with school and learned from a teacher who majored in home economics tended to perceive home economics class more positively.

21세기 지식기반 사회와 가정과교육의 방향

왕석순(Wang Seok-Soon) 교육종합연구원 2006 교육종합연구 Vol.4 No.2

이 연구는 가정과교육이 21세기의 보다 전망있는 교과로 거듭나기 위하여, 지향해야 할 새로운 교육의 방향을 탐색하기 위함에 목적을 두었다. 이를 위하여 우선, 가정과 교육과정 문서를 중심으로 가정과교육의 성격과 목표, 교육내용의 변화를 고찰, 분석하였다. 둘째, 외국의 교육과정 문서를 수집, 분석하여, 동시대의 가정과교육 방향 정립을 위한 지표의 하나로 활용하였다. 세째, 가정과교육이 21세기 지식기반 사회의 교육에서 중요한 교과로 다루어져야 하는 당위성과 필요성을 교육의 본질적 측면의 요구, 사회 및 가정생활 변화에 따른 요구, 인간발달적 측면의 요구와 관련지어 논의하였다. 이상의 고찰과 논의의 결과, 첫째, 가정과 교육은 기존의 의․식․주 등의 가정적 자원인 대상에 대한 교육에서 인간을 중심으로 하는 주체에 대한 교육, 즉 인간육성의 교육으로 그 무게 중심이 옮겨져야 할 것이다. 둘째, 가정과교육은 보통교육에서 교양교육과 직업교육으로 이원화가 전제되어야 하고, 이러한 이원화를 전제로 할 때 보통교육에서는 인간육성이라는 측면이 강화되어 개인 및 가족이 생활을 통하여 부딪치는 문제를 스스로 해결해 갈 수 있는 “살아가는 능력”을 기르도록 하는 것으로 구성되어야 한다. 셋째, 생태학적인 패러다임의 적극적 도입을 통하여 개인과 가족의 복지향상을 위한 가족복지 및 지역사회와의 관련성을 강화하는 교육내용으로 구성되어야 한다, 의 3가지 방향을 도출하였다. This research is designed to study the new course that Home economics education should take in order to be reborn as a more competitive subject matter in the 21st century. To this end, the nature/objectives of home economics education and changes in teaching contents were researched and analyzed, based on Home economics education national curriculum data. Second, overseas national curriculum data were gathered and analyzed to identify and set up the route that the contemporary Home economics education should follow. Third, the reasons (needs for home economics education) why Home economics education should be treated as an important realm in the 21st century characterized by a knowledge-based society were discussed, with respect to the intrinsic nature of education, changes in social and home life, and human development. Such research came to the following conclusions: First, Home economics education should shift its focus from home resources such as food, clothing, and housing to humans themselves in order to reinforce human-centered education. Second, Home economics education should be dichotomized into general and vocational education in the common educational environment. Based on this premise, human-centered education can be strengthened in the general education where learners must be able to develop the capability to resolve daily life issues and ultimately sustain human life. Third, by actively introducing the ecological paradigm, the curricula should stress the needs for a link to family welfare and communities to enhance individual and family welfare.

위드/포스트 코로나 시대를 대비한 가정과교육의 미래방향 탐색: ‘웰빙(Well-Being)교육’의 담론 고찰을 중심으로

왕석순 한국가정과교육학회 2022 한국가정과교육학회지 Vol.34 No.1

The purpose of this study is to explore what value home economics education should pursue to be established as an essential subject in the ‘with-/post Covid-19 era’, and to suggest directions for the development of the future. To this end, first of all, changes in the future society symbolized by the with-/post- Covid-19 era were diagnosed through literature review. Moreover, the ‘OECD Education 2030’ project and Korea’s ‘Educational Vision 2045’, which identified the purpose of education in response to changes in the future, were considered. Furthermore, the teleology of education of John White, a British educational philosopher, was contemplated. As a result, the purpose of education for the future society is considered to be changing toward the well-being of society and individuals, and efforts such as the development of a well-being subject are being made in various countries for this purpose. While several a number of strategies are possible for the implementation of well-being education in Korea, this study argues that the easiest way is to strengthen home economics education that already exists as a subject. In addition, the main value of home economics education as an essential subject in the with-/post-Covid-19 era is evaluated to lie in the fact that this subject helped society and individuals cultivate diverse competencies necessary to pursue well-being. Finally, this study suggests a conceptual framework necessary to develop a discourse on home economics education as ‘happiness and well-being education.’ Additionally, a conceptual framework describing the unique thinking and execution process that learners will represent in the course of learning of home economics that implements well-being education is suggested. In the follow-up studies, it is expected that the discourse on well-being education in home economics education will be verified by empirical studies. 이 연구는 위드/포스트 코로나 시대에 가정과교육이 필수 교과로서 어떤 가치를 표방하여 필수교과로 자리매김할 수 있는가를규명하고, 미래의 발전 방향을 제시하는데 목적을 두었다. 이를 위해 우선 위드/포스트 코로나시대로 상징되는 미래 사회의변화를 문헌 고찰을 통해 진단했다. 또, 미래 변화에 대응하는 교육의 목적을 규명한 ‘OECD교육 2030’ 프로젝트와 한국의‘교육비전 2045’를 고찰했다. 또, 영국의 교육철학자인 White의 교육 목적론을 고찰했다. 그 결과, 미래사회의 교육 목적은 사회와 개인의 웰빙으로 변화하고 있고, 이같은 교육 목적의 실현을 위해 웰빙 과목의개발과 같은 노력을 여러 국가들에서 수행하고 있음을 알 수 있었다. 우리나라에서 웰빙교육을 실행하기 위해서는 여러 가지실행전략이 가능하지만, 가장 손쉬운 전략은 이미 교과로 존재하는 가정과교육을 강화하는 방안으로 제시했다. 또 위드/포스트코로나 시대에 가정과교육이 필수교과로서 가지는 주요 가치는 사회와 개인이 웰빙을 추구하는데 필요한 다양한 역량을 함양시켜주는 교과라는 점에 있다고 규명했다. 이것은 가정과교육에서 다루는 교육내용은 ‘OECD교육 2030’에서 웰빙의 기준이 된 OECD 의 BLI 를 거의 모두 반영하고 있기 때문이다. 또, 전통적으로 가정교과가 ‘삶 중심의 생활교과’이며, 동시에 삶의 질 향상을통해 개인 및 가족의 행복을 추구하기 위한 ‘행복추구역량’을 함양해 온 행복 교과의 성격을 가져왔기 때문이다. 마지막으로, 이 연구는 ‘행복 및 웰빙교육’으로서의 담론을 발달시켜 가는데 필요한 가정과교육의 이론적 개념틀을 개발하여제시했다. 또 웰빙교육을 실행하는 가정과의 학습과정에서 학습자가 나타내게 될 고유한 사고 및 실행 과정을 나타내는 이론적개념틀을 개발하여 제시했다. 추후 연구에서는 이같은 가정과의 웰빙교육의 담론이 더 많은 경험적 연구로 검증되기를 기대한다.