초등학교 사회과에서의 안전·방재교육의 탐색 - 일본 소학교 사회과의 시사점을 중심으로 -

심민수 한국사회과교육연구학회 2015 사회과교육 Vol.54 No.3

This study set out to investigate how safety and disaster prevention education was dealt with in the curriculum and textbooks of social studies in elementary schools in Japan, which had a similar system to the Republic of Korea, and make an inquiry into safety and disaster prevention education as a new direction to be taken in the social studies subject in the nation. In Japan, they deal with safety education at both the subject education level and the entire school education level to get rid of various risks found in children’s behaviors or external environments with a special focus on the prevention of disasters and calamities and the disaster prevention education due to the geographical features of the nation involving many disasters and calamities. One of the important goals of safety and disaster prevention education in Japanese elementary schools is to help children develop the abilities of predicting risks they face in daily life and avoiding them. The social studies subject provides safety and disaster prevention education with a focus on measures to be taken in case of natural disaster, fire, and traffic accident with intensive education for the third and fourth graders. In the third and fourth grade social studies textbooks in Japan, the units related to safety and disaster prevention education are organized with a focus on the systems for close collaboration with the activities of concerned agencies and the efforts to prevent accidents so that the students will be alert to safety and disaster prevention and cultivate the qualities required from the members of community. In the Republic of Korea, there is a need to reinforce safety and disaster prevention education in the education of social studies in order to help the students establish their own perspectives for safety and cultivate the concerned functions and offer an opportunity for the entire society to raise the sensitivity level to safety. 본 연구에서는 우리나라와 유사한 체계를 가지고 있는 일본의 초등학교 사회과 교육과정과 교과서에서 안전·방재교육이 어떻게 다루어지는지 살펴보고 우리나라 초등 사회과에서 새롭게 취해야 할 방향의 하나로서 안전·방재교육을 탐색해보고자 하였다. 일본의 안전교육은 어린이 스스로의 행동이나 외부 환경에 존재하는 다양한 위험을 제거하고자 교과교육뿐만 아니라 학교교육 전체수준에서 체계적으로 이루어지고 있다. 특히, 재해·재난이 많은 지리적 특성으로 인해 그 예방과 관련된 방재교육에 중점을 두고 있다. 일본 초등학교 안전·방재교육의 중요한 목표는 어린이들이 일상생활에서 직면하는 위험을 예측해서, 피할 수 있도록 하는 능력을 기르는 것이다. 그 중 사회과에서는 자연재해·화재·교통사고의 대책을 중심으로 안전·방재교육이 실천되고 있으며, 특히 3·4학년에서 중점적으로 가르쳐지고 있다. 일본의 3·4학년 사회과 교과서의 안전·방재교육 관련 단원은 안전·방재에 대한 경각심을 가지고 지역사회 구성원으로서의 자질을 기를 수 있도록 관계 기관의 활동에 긴밀히 협조하기 위한 체제, 사고 방지의 노력에 중점을 두어 구성되었다. 앞으로 우리나라의 사회과 교육에서도 안전·방재교육을 강화함으로써 학생들로 하여금 안전에 대한 자신의 관점을 수립하고 기능을 함양할 수 있게 하며 나아가 사회 전체의 안전 민감도를 높일 수 있는 계기가 마련되기를 기대한다.

국민 재난안전교육 프로그램 개선방안에 관한 연구

강희조,이영미,안병천,임미숙 한국디지털콘텐츠학회 2023 한국디지털콘텐츠학회논문지 Vol.24 No.8

Education for the purpose of acquiring knowledge or skills regarding safety is urgently needed so that the public can effectively cope with various disasters and accidents. Therefore, the government has enacted the Citizen Safety Education Promotion Act in 2016 (in effect since 2017). Accordingly, this study examined the main achievements of citizen disaster safety education, checked and analyzed the status of citizen disaster safety education, and presented improvement measures by deriving problems. As an improvement plan, it is first necessary to strengthen the overall management and support of the citizen safety education promotion system. Second, it is necessary to promote national safety education by life cycle and safety field. Third, it is necessary to expand the infrastructure for citizen safety education and to improve its utilization. Fourth, content development, system construction, education program development, and education effect measurements are required to promote safety education. Finally, it is necessary to revitalize the safety culture movement through public participation and cooperation — such as by activating field-oriented experiential safety culture campaigns. 국민이 다양한 재난이나 사고로부터 효과적으로 대처할 수 있도록 안전 지식이나 대응 기술을 배울 수 있는 전문교육이 필요하다. 정부는 2016년 국민안전교육진흥법을 제정하여 2017년부터 시행하고 있다. 본 연구는 국가재난안전교육 주요 성과를 살펴보고 국민재난안전교육 실태를 점검 분석하여 문제점을 도출하여 개선방안을 제시하였다. 연구 결과 개선방안으로 첫째, 국민 안전교육 추진체계 총괄 및 지휘 강화가 필요하며, 둘째, 안전분야별·생애주기별 국민 체감형 안전교육 추진이 필요하다. 셋째, 국민 안전교육 인프라 확충과 활용도 제고가 필요하다. 마지막으로 현장 중심 체험형 안전문화 캠페인 등 국민참여와 협업관계로 안전문화운동 활성화가 필요하다.

한국과 일본의 학교 안전교육 비교 연구(Ⅱ) - 학교 안전교육의 지도내용 및 교육방법을 중심으로 -

유병열,손은혜 서울교육대학교 초등교육연구원 2019 한국초등교육 Vol.30 No.2

This study was a follow-up study of the comparative study of school safety education in Korea and Japan, with the aim of finding significant implications for the improvement, development and practice of school safety education in Korea by comparing the contents of school safety education and guidance methods in both countries. The areas of school safety education are divided into seven safety categories in Korea, and are divided into 25 divisions and 56 groups in particular. In Japan, the areas of school safety education are divided into nine to 10 areas. In addition, health education and school lunch(meals) education are covered in separate areas. Based on these distinctions, both countries have guided school safety education through links to various subjects and extracurricular activities. In order to accomplish the purpose of the study, we compared and analyzed the areas and contents of school safety education in Korea and Japan, as well as teaching contents and teaching strategies and found some important implications. First, in the case of Korea, safety education for tsunamis, radiation and volcanoes is relatively weak compared to Japan, which requires improvement. Second, it is desirable in that the two countries' educational methods habituate students' appropriate behavior regarding safety and ability to practice with a focus on practical training and experience. Third, in Korea, we need to make more efforts to strengthen and stabilize safety education in relation to education. Fourth, in addition to practice and experience, efforts need to be strengthened to deepen intellectual understanding about safety and to enhance thinking and make thoughtful decisions, as well as improve problem=solving skills etc. Finally, it is crucial to encourage students to be more self-directed and creative so they can actively participate in investigating various topics on safety. 본 연구는 한국과 일본의 학교 안전교육 비교 연구(Ⅰ)의 후속 연구로서 양국의 학교 안전교육 내용 및 지도 방법 측면을 중심으로 비교하여, 이를 통해 한국의 학교 안전교육의 개선과 발전 및 실천에 유의미한 시사점을 찾는 데 목적이 있었다. 학교 안전교육의 영역을 한국의 경우 7대 안전으로 구분하 여, 25개의 중분류와 56개의 소분류로 구체적으로 구분되어 나뉘는데, 일본의 경우, 크게 생활 안전, 교통안전, 재해안전으로 구분하여 하위 9~10개의 영역으로 구분하고, 학교 보건교육 및 급식교육을 별도 영역으로 다루고 있다. 이러한 구분을 토대로 양국은 학교 안전교육을 여러 교과와의 연계, 교과 외 활동 등을 통해 지도해오고 있다. 본 연구에서는 한국과 일본의 학교 안전교육의 영역 및 내용을 비롯하여, 교과별 지도 내용과 지도 방법을 비교하고 분석하였는데, 이를 통해 몇 가지 중요한 시사점 을 찾았다. 첫째, 한국의 경우 쓰나미, 방사능, 화산 등에 대한 안전교육이 일본에 비해 상대적으로 약 하게 구성되어 있어 개선이 요청된다. 둘째, 양국의 교육 방법이 실습과 체험 중심으로 학생들의 안전 한 행동 기능과 실천 능력을 습관화한다는 점에서 바람직하다. 셋째, 한국의 경우 교과 교육과 연계한 안전교육의 강화 및 내실화에 보다 더 노력할 필요가 있다. 넷째, 실습과 체험 방식에 더하여 안전에 관한 지적 이해의 심화와 사고ㆍ판단력, 합리적 의사결정력, 문제해결력 등을 증진하기 위한 노력이 강화될 필요가 있다. 마지막으로 학생들이 스스로 안전에 관한 문제를 찾아 탐구하고 해결하며 개선해 가는 등 학생들의 자기주도적이고 적극적, 창의적인 안전교육 방법들로 발전시켜 가는 노력이 요구된 다. 이상의 시사점을 토대로 앞으로 한국의 학교안전교육이 학교 안팎의 다양한 지원과 연구를 통해 보다 체계화될 것으로 기대된다.

초등학교 교육의 통한 체계적 안전교육 접근모형 개발

김은주,박남수 한국보건교육건강증진학회 2003 보건교육건강증진학회지 Vol.20 No.3

The aim of this study was to describe the status and needs of safety education in elementary schools and to develop a model of the comprehensive school safety education in Korea. A literary review was used to assess the status of safety education materials in Korea, the safety education program, and the laws and policies about safety education. A self-administered questionnaire survey was conducted in Seoul, Kyonggi Province, Kwangwon Province, and Jeonbuk Province to assess the status and needs of school safety education. Survey data was obtained in June 2002 from 83 teachers and 21 focus group consisting of experts. The primary goal of safety education is to help students to acquire knowledge, attitudes, and beliefs on safety. Comprehensive safety education has these primary goals: To provide an opportunity for students to develop their values, attitudes and beliefs about safety. This study will help assess the feasibility of applying safety education guidelines in elementary schools in Korea, including theoretical aspects of the field and practical aspects of safety education in relation to guidelines containing the diverse types of safety activities in Korea. In particular, it will suggest appropriate alternatives to current methods, protecting elementary school students in Korea, and how those can be created in the cultural context of Korea.

일 지역 초등학생의 안전행위 조사

고명희,김경숙,이경숙,강혜영 韓國學校保健學會 2003 韓國學校保健學會誌 Vol.16 No.2

Instroduction The purpose of this study was to investigate safety education-related backgrounds and safety behaviors of elementary school children at a local area in Jeonbuk province. Methods Study subjects were 308 5th and 6th graders from 6 schools located in J City and the data were collected from June 16-27, 2003. Research instrument to test safety behaviors was 4-points summated scale(Cronbach α= .94) composed of 54-items with three sub-categories: school life safety (α= .88), traffic safety (α= .86), and daily life safety (α= .84), The data was analyzed by percentage, x2-test, t-test, ANOVA and Duncan test using SPSS/PC 10.0. Results 1. Safety Education-related Characteristics: Safety education was mostly conducted during extracurricular hour as picnic (37.9%) and regular class (37.2%); and the instructors of safety education were school nurse (33.2%), classroom teacher (30.9%), and parents (23.4%) in order. About two third (71.0%) of the subjects have had many kinds of school event program such as essay writing, poster drawing, oratorical contest in the course of safety education According to gender, girl students was more favorable about school events as a effective safety education measure (x2=9.188, p= .010); and according to school location, rural school taught more at morning & closing session (x2=7.383, p= .25), by school nurse or classroom teacher (x2=36.574, p= .001),and had more frequent (x2=63.337, p= .001) safety education class. 2. Practice of safety behaviors: Mean scores of safety behaviors was 106.9±24.92 out of 162 points. According gender, the scores of girl students (t=-3.296, p= .001) were significant higher than boy students. But there was not any significant difference according to school area. According to safety education-related characteristics, the scores of safety behaviors was significantly higher in the group who thought that school event program was more effective on safety education (F=4.024, p= .019), and who were more interested in current safety education class (F=10.203, p= .001) Conclusions From the above findings, the authors concluded that school-based safety education was mainly conducted at extra-curricular and regular class, and by school nurse or classroom teacher in elementary school. Even though the mean scores of safety behaviors of elementary school children was in medium level, those were significant higher in girl students and in rural school children. And extra-curricular activities and school event programs were suggested as more effective strategies for school-based safety education Based on the above findings, safety education class can be recommended in regular curricular basis; and various extracurricular activities and school event progra ms need to be developed for more effective school-based safety education. In addition, further study on gender-specific factors on safety behaviors and nationwide survey on school-based safety education should be needed.

Development of Evaluative Indicator of SAFETY Education for KOREA Army

Jung Byong-sam J-INSTITUTE 2018 International Journal of Crisis & Safety Vol.3 No.1

Purpose; This paper intends to develop evaluation indicators of safety education for the Republic of Kore Army(ROKA) personnel. In Korea, there are a lot of accidents and disasters that Korean people had never been experienced including earthquakes, fire casualties, and marine accidents. There are many physical and psychological risk factors including explosion, injury, fire, traffic accident, and psychological violence, etc. Researchers suggest that ROKA soldiers are vulnerable to daily risk factors but do not receive enough safety education due to the lack of appropriate manual, instructor, and time. This study thoroughly reviewed the literature including the US Army field manual on the safety education and studies of industrial safety. Seventeen areas of safety management in the military bases were described in the field manual and counter-measures of each area were reviewed. Thirty evaluative indicators were presented based on the literature review and the value of each indicator was suggested as a milestone for designing and conducting the safety education. The 30 indicators are composed based on the CIPP(context-input-process-product) model and each of the indicator implies theoretical meanings and practical suggestions. The indicators begin with analyzing the hazard of the workplace and they contain : (1)collecting and analyzing the hazards in the workplace, (2)collecting and analyzing the information about the health management system, (3)making the safety management plan in the workplace, (4)reflecting the opinions of military personnel in making the safety management plan, (5) investigating the implementation of health education and evaluation for military personnel, (6)reflect- ing the military personnel’s need for health and safety education, (7)evaluating the leader’s interest in the safety and health promotion, (8)investigating the military personnel s consciousness of safety, (9) employment of officer in charge of safety management, (10)percentage of the officers in charge of the safety management, (11)employment of the officers in charge of safety and health education, (12) qualification of the officers in charge of the safety and health education, (13)presence of department of safety and health management and education, (14)volume of contents of the safety and health education, (15)Percentage of budget for safety and health education, (16)implementation of regulations on safety and health, (17)specification of educational objectives on safety, (18)review of the appropriateness of the safety education objectives, (19)diversity of educational method for the safety education, (20)specification of the safety education contents, (21)implementation of the educational plan, (22)checking the military personnel s awareness of the safety objectives, (23)the military personnel s satisfaction in the safety education, (24)participation of the military personnel in the safety education, (25)availability of resources for the safety education, (26)communication about the contents of the safety education, (27)changes in the consciousness of the safety, (28)changes in the knowledge of the safety, (29)changes in the attitude toward the safety, (30)changes in the real actions in the safety management and implementation.

고등학생들의 연구실 이용에 따른 안전 인식 및 교육 필요성에 관한 연구

최서연(Seo-Yeon Choi),이하연(Ha-Yeon Lee) 한국산학기술학회 2016 한국산학기술학회논문지 Vol.17 No.10

본 연구는 고등학생의 연구실 이용에 따른 안전 인식과 교육에 대한 필요성을 조사하였다. 이를 위하여 서울 소재 3개 고등학교 2학년 재학생 290명을 대상으로 설문 조사를 실시하였으며, 수집된 자료를 분석하였다. 분석 결과 정규 수업 전 안전교육은 64.8%가 경험한 것으로 나타났으며, 사고 경험 6.6%, 체험 교육 시 안전 교육 68.0%로 사전 안전교육이 부족한 것으로 나타났으며, 안전교육에 대한 인식도와 필요성은 높게 인식하고 있는 파악되었다. 특히, 연구실 사고 대처 방법에 관한 교육의 필요성을 안전 교육 경험 학생이 높게 나타나 연구실 안전 교육의 체계적인 관리 및 학생들의 안전 시 사고 체계에 대한 다각적인 관리 방안 마련이 요구된다. 연구실 안전 인식과 교육 필요성 요인은 생활안전과 연구실 이용 안전 교육 필요성과 상호 관련성이 높았고, 기기 및 실험 안전에 대한 필요성이 높을수록 연구실 이용 안전과 사고 대처 방법에 대한 인식도 높은 것으로 나타나 고등학생 대상의 연구실 안전 교육 프로그램 개발과 관리적 방안에 관한 연구를 제안한다. The purpose of this study is to investigate the necessity of safety awareness and education regarding the use of laboratories, and to foster safety awareness during intramural and extracurricular activities in high schools. The study conducted a questionnaire to 290 eleventh grade students of three high schools located in Seoul. The collected data were statistically analyzed. The result illustrates that 64.8% of students have experienced safety education during a regular class, 6.6% have experienced accidents, and 68.0% have experienced safety education during field activities. The result concludes that there is a lack of prior safety education as well as overall low awareness on the necessity of safety education. In particular, students who have experienced safety education recognizes the necessity of emergency education regarding laboratory accident more than those who did not receive such education. Thus, a systematic management of laboratory safety education and multilateral management measures for students" safety are required. There is a relatively high correlation between safety intention of R&D and Education factors and Community and Laboratory Safety Education. As much as there is a high safety demand regarding the laboratory instruments and experiment, it shows high intention of safety lab operation as well as count measurement of lab accident . This study recommends developing a laboratory safety education program and management methods appropriate for high school students.

국내 건설업 기초안전·보건교육 효과 지속에 따른 보수교육 시점 연구

신재권,신윤석 한국전시산업융합연구원 2017 한국과학예술융합학회 Vol.29 No.-

This study is a domestic industrial accidents occurring each year in a construction site construction industry, basic health and safety education legislation in order to prevent the government and daily workers. Requiring for the completion of their education. A daily worker is currently working in the construction industry in order to construction industry, which ended in health and safety training and education but a one-time basis and thus be considered. The construction industry because basic health and safety education in accordance with the passing of time the first time after day worker's health and safety is compromised, such as construction industry of safety and health education foundation. And be a problem for effectiveness. Therefore, the construction industry safety consciousness, according to a period of time after receiving basic health and safety training, analyze and assess the construction industry, according to his day worker safety awareness levels. I wish to study the second re-education is appointed and a time when lower time. Adequate retraining periods to study the basic evaluation and survey (basic construction industry, basic awareness education, health and safety survey) conducted (test), and basic evaluation of (test).The problem is a total of 20 problems with the Occupational Safety and Health Corp. distribution that resulted from and survey from materials that were used in the value of the basic evaluation scores. Using SPSS Statistics 19 Program t -test to analysis. Safety and health education foundation construction industry by the results of the basic evaluation first who have completed a day worker's safety awareness “more than a year to less than two years,” and " we look at the state two years." showed a significant level by the score differences happen a lot less than three years to more than second re-education, and time frame between completion of education and the first time period be carried out in the previous two years. Day worker's construction industry safety awareness will stay above the level of food. The next day worker's construction sector based on secondary education really laying down the time of day worker's sense of security and further utilization a construction site to raise the status of contributions to disaster prevention. I hope you can do. 현재 본 연구는 국내 건설현장에서 매년 발생하는산업재해자를 예방하기 위하여 정부에서 건설업 기초안전·보건교육을 입법 제정하였으며 일용근로자를 대상으로 교육을 실시 이수토록 하였다. 현재 일용근로자가 건설업에 작업하기 위하여 건설업 기초안전·보건교육을 이수하고 있으나 1회성 교육으로 끝나는 것으로 인식되어지고 있으며 그로 인하여 건설업 기초안전·보건교육을 최초 받은 후 시간이 경과함에 따라일용근로자의 안전관련 지식 이해도 상태가 저하되는등 건설업 기초안전·보건교육의 실효성에 대한 문제가 발생되어지고 있다. 따라서 건설업 기초안전·보건교육을 이수 받은 후 일정 기간에 따른 안전관련 지식 이해도를 평가분석하고, 그에 따른 건설업 일용근로자 안전관련 지식의 이해도 관련 평가 점수 차이가가장 크게 나타나는 시점을 파악하여 건설업 기초안전보건교육 효과 평가에 관한 사항을 연구하고 개선사항을 제시하고자 한다. 건설업 기초안전·보건교육효과평가를 연구하기 위해 설문 조사(기본적 사항, 건설업 기초안전·보건교육 인식 조사) 및 기본평가를 실시하였으며, 기본평가의 문제는 총 20 문제로 구성되어 있으며, 기존 연구 및 산업안전보건공단에서 배포사용 중인 교재를 바탕으로 자체적으로 도출하여 출제하였으며, 설문 조사 결과에서 나온 기본평가 점수값을 ‘SPSS(Statistical Package for the Social Sciences) 19 Program’을 이용하여 t-검정으로 분석하였다. 기본평가의 결과 값에 의하여 건설업 기초안전· 보건교육을 최초 이수한 일용근로자의 안전관련 지식이해도 평가 평균 점수를 살펴보면 ‘1년 이상 ∼ 2년미만’과 ‘2년 이상∼ 3년 미만’ 평균 점수 차이가 가장크게 발생하여 t-검정 결과 값이 유의한 수준으로 나타났으며, 교육 효과가 2년 이후 부터 건설업 일용근로자의 안전관련 지식수준이 떨어져 불안전한 행동이유발 될 수 있다. 향후 본 연구를 바탕으로 건설업 일용근로자의 효과 평가를 분석하여 2차 교육 시기 등을 정하여 일용근로자의 안전관련 지식을 지속적으로 습득토록 하여안전의식 수준을 일정하게 유지함으로써 불안전한 행동이 유발되지 않아 건설현장에서 발생될 수 있는 산업재해 예방에 기여 할 수 있기를 바란다.

가정과 안전교육의 연구 동향 분석

김남은 한국가정과교육학회 2016 한국가정과교육학회지 Vol.28 No.3

본 연구의 목적은 가정교과에서의 안전교육 관련 연구 동향을 파악하여 이 분야에서의 다양하고 균형 있는 연구개발을 위한 기초자료를 제시하는데 목적이 있다. 이를 위하여 2001년부터 2015년까지 한국연구재단 등재지에 게재된 가정교과 관련 15개 학회지의논문 중 ‘안전’을 직접적으로 언급한 경우와 안전교육 영역과 관련된 내용을 다룬 논문(244편)과 ‘안전’을 키워드로 제시하여 검색한석・박사학위 논문(179편)을 대상으로 전집 표집하였다. 분석 내용은 안전교육 관련 논문의 연도별・주제별 연구동향과 안전교육의 영역별・연구방법별 연구동향이다. 본 연구의 결과는 다음과 같다. 첫째, 가정과 교육에서 안전 교육에 관한 연도별 연구논문의 편수는 증가와 감소를 반복하여 매년14-52편으로 연간 평균 28.2편 정도 지속적인 안전교육에 관련된 연구가 이어져온 것으로 나타났다. 반면, 2015년에는 논문 연구수가2014년의 26편의 2배인 52편으로 가장 많은 연구가 이루어졌는데 이는 정부의 안전종합대책 발표와 교육부의 2015개정 교육과정에서의 안전내용 강조 때문으로 생각된다. 둘째, 연구 주제의 동향을 살펴보면 안전교육관련 논문은 137(29%)편, 안전실태 관련 논문은 336편(71%)으로 2009년 이전에는사고 실태나 인식 조사가 많은 비율을 차지(74.4%)하였고 반면, 2009년 이후에는 안전교육 프로그램 개발이나 효과 검증, 교육자료개발, 교육방법 개발 등에 대한 연구가 증가(21편→53편)하였다. 안전실태 연구 중 가장 많이 다룬 주제영역은 안전사고와 관련이있거나 영향을 주고 받는 변인에 대한 주제로(23.2%) 그 변인과 관련된 주제는 가정폭력에 영향을 미치는 요인, 인터넷 중독의 영향요인, 부부 폭력에 영향을 미치는 요인, 위험 식품 구매 의사 영향 요인, 또래 괴롭힘 요인, 자살시도 요인 등과 관련된 연구 등이었다. 다음으로 안전 인식에 관련된 연구(13.9%), 안전지식 및 태도(7.4%), 안전행동(6.3%), 안전의식(2.3%)의 순으로 나타났다. 안전교육관련 연구 중 가장 많이 다룬 주제영역은 안전교육 프로그램 개발 및 효과(11%)로 연도별로는 2015년에 가장 많았다(21.1%). 셋째, 안전교육의 8개 영역 중 생활안전이 143편(33.8%), 폭력 및 신변 안전 106편(25.1%), 안전에 대한 일반적인 주제나 안전의영역 전체를 다룬 논문 93편(22%), 약물 및 인터넷 중독 안전 58편(13.7%) 순으로 나타났고, 응급처치와 관련된 논문은 없었으며, 직업안전의 경우 1편(0.2%)이었다. 직업안전의 영역은 가정교과에 관련단원이 있음에도 불구하고 적게 연구되고 있었고 응급처치는가정교과 내용과 직접적인 연관은 없었지만 실습수업에서 일어날 수 있는 사고를 대비하여 연구될 필요가 있다. 넷째, 연구방법별 연구동향을 살펴보면 연구유형은 양적연구가 대부분(89.1%)으로 조사연구(70.4%)와 실험연구(18.7%)가 대표적으로 가장 빈번하게 사용되었다. 특히, 안전교육의 실태조사연구와 효과 검증인 실험연구가 거의 대부분을 차지하였으며 질적연구로는 안전사고 실태와 관련된 현상학적 연구(3.1%)와 사례연구(3.1%)가 있었다. 양적연구와 질적연구가 혼합된 형태는 10편(2.4%)이며, 조사연구와 실험연구가 동시에 진행된 연구도 있었다(0.9%). 연구대상에서 인적환경에 대한 연구(87.5%)가 물리적 환경에 대한 연구(12.5%)보다 많았고 교사나 학부모에 대한 연구(20.6%)에 비해 학생에 관한 연구(48.4%)가 많았다. 물리적인 환경 대상은 학교(6.5%)가 가장 많 ... The purpose of this study is to suggest the basic information for diverse and balanced research and development in this field with understanding research trends related to safety education in home economics. In order to so, this study makes population and sampling by targeting cases which refer to ‘safety’ on 15 papers of academic journals related to home economics registered in the National Research Foundation from 2001 to 2015, 244 papers related to safety education area and 179 master doctorate thesis by searching keyword as ‘safety’. Analysis contents are research trends of papers related to safety education by year and by subject and research trends of safety education by area and by research method. As a result of the study, first, the number of research papers related to safety education by year on home economics curriculum repeated increase and decrease and there have been consistent studies conducted on safety education with 14-52 papers per every year and yearly average 28.2 papers. On the other hand, the most number of studies conducted in 2015 with 52 papers which are twice as much of 26 papers in 2014. This seems to be affected by the announcement of safety comprehensive countermeasures from government and the emphasis of safety subject on 2015 curriculum revision of the Ministry of Education. Second, with regards to research trends by topic, 137 papers are related to safety education (29%), 336 papers are related to safety actual condition (71%). Accidents and recognition had a greater percentage in a paper before 2009 (74.4%) and studies are increased after 2009 (from 21 papers to 53 papers) in terms of development or evaluation of safety education program, development of education materials, development of education method etc. Subject area dealt with the most on the research of safety actual condition is regarding safety accidents or effective variables (23.2%). Subject regarding the variables are researches related to factors influencing family violence, internet addiction, spouse violence, willingness to purchase unsafe food, age harassment, or suicidal attempt etc. Next, researches related to safety recognition (13.9%), safety knowledge and attitude (7.4%), safety behaviors (6.3%), safety consciousness (2.3%) show in sequence. Subject area dealt with the most on the researches regarding safety education is development and evaluation of safety education program (11%) and this appears the most in 2015 by year (21.5%). Third, with regards to eight areas of safety education, there are 143 papers regarding public safety (33.8%), 106 papers regarding violence and personal safety (25.1%), 93 papers regarding general subject on safety or whole safety area (22%) and 58 papers regarding drug and internet addiction (13.7%) in sequence. And there is no paper related to first aid and 1 paper is related to occupational safety (0.2%). Occupational safety area is less researched nevertheless its included in home economic curriculum as relative chapter. First aid does not directly correlate with home economics curriculum but should be studied in preparation for accident which could happen in practical class. Forth, with regards to research trends by research method, quantitative research (89.1%) is mostly used and both research study (70.4%) and experimental research (18.7%) are used the most frequently. In particular, researches on the actual condition of safety education and experimental studies for effectiveness verification take most of research method. As qualitative studies, there are phenomenological study (3.1%) and case study (3.1%) related to actual conditions of safety accidents. 10 papers (2.4%) are mixture of quantitative and qualitative research and some research conducted research study and experimental research at the same time (0.9%). With regards to subject of study, human environments (87.5%) are more than physical environments (12.5) and students (48.4%) are more than teachers and school...

한국과 일본의 학교 안전교육 비교 연구(Ⅰ): 학교 안전교육의 배경 및 목표와 구조를 중심으로

유병열,손은혜 서울교육대학교 초등교육연구원 2018 한국초등교육 Vol.29 No.1

The purpose of this study is to understand the background of school safety education in Korea and Japan, to find the implications for the development of textbooks and the application of school safety education in Korea by comparing the goals and structure of school safety education in each country. As a background of the school safety education in Korea and Japan, this study examined the concept of school safety education and the instructions and related laws that started school safety education in earnest. In particular, the contents of the legislation were compared and analyzed with the main laws and regulations on school safety education in Korea and Japan. Furthermore, we analyzed the objectives and structure of school safety education in Korea and Japan for systematic and rational approach and implementation of school safety and safety education. As a result, we obtained some important implications. First, in order to implement school safety education properly, it is necessary to establish a school safety education curriculum system such as "safety education in schools that raise" the power to live " of Japan. Second, in terms of school safety and safety education, the subjectivity and role of school principal and school school staff, as the forefront of school safety education, should be emphasized and developed more actively and proactively. Third, there are insufficient points in terms of the goal and structure of school safety education, so it is necessary to establish the overall management of school safety education, the establishment of sub-goals, the school safety and safety education, and we should develop the reasonable structure of school safety and safety education. Finally, it is necessary to further study and try to find ways to systematize school safety education and to more effectively support the establishment and implementation of autonomous and active safety education plan at school level and more effectively. 본 연구는 한국과 일본의 학교안전교육의 배경을 이해하고, 양국의 학교안전교육의 목표와 구조를비교하여, 우리나라 안전교육의 개선과 발전을 위한 시사점을 찾는데 그 목적이 있었다. 이를 위해 한국과 일본의 학교 안전교육의 배경으로서 그 변천 과정 및 관련 법령에 대해 분석하였다. 나아가, 학교안전 및 안전교육에 대한 체계적, 합리적 접근 및 실행을 위해 한국과 일본의 학교 안전교육의 목표및 구조를 분석하였다. 그 결과 몇 가지 중요한 시사점을 얻어 냈는바, 우선 학교 안전교육을 제대로실행해 갈 수 있도록 「학교 안전교육 7대 표준안」을 정비하는 등 적절한 방안을 찾아 일본의 「‘살아갈힘’을 기르는 학교에서의 안전교육」과 같은 학교 안전교육 교육과정 체계를 구축할 필요가 있다. 또한학교안전 및 안전교육의 법령 측면에서 학교 안전교육의 최일선인 학교장 및 단위 학교 교직원들의 주체성과 역할이 더 강조되고 보다 적극적이고 능동적인 방향으로 발전되어야 할 것이다. 뿐만 아니라학교 안전교육의 목표 및 구조 측면에서 미비한 점이 있어 학교 안전교육을 전체적으로 이해하고 체계적, 실효적으로 수행해 가는 데 도움을 줄 수 있도록 학교 안전교육의 총괄 및 하위 목표 설정, 학교안전 및 안전교육의 합리적 구조 등을 개발해야 하리라고 본다. 나아가 앞으로 학교 안전교육의 체계화및 학교 단위의 자율적, 능동적 안전교육 계획 수립 및 실행을 더 적극적으로 장려하는 한편 보다 효과적으로 지원할 수 있는 방안을 강구하기 위해 더 고민하고 노력할 필요가 있다.