2000년대를 지향한 기술과 교육목표에 대한 국제비교 연구

다국어 초록 (Multilingual Abstract)

The study analyzed the developmental process of industrial arts programs in the Far Eastern countries which are now rapidly changing into industrial countries. After the World War II, the industrial arts programs which have been offered to many of American children as a part of general education for more than a century have been gradually introduced to other countries. Japan, Taiwan, and Korea are among those which adopted industrial arts program: Japan in 1960, Taiwan in 1962, and Korea in 1970. The industrial arts program is required subject as language, math, science, social studies for every male students in the lower secondary schools in these countries. The offering of the industrial arts program in the schools as a part of general education, not a part of vocational education in these countries is closely related with the turning point of nation`s industrialization from traditional argricultural pattern. There are, however, some conflicts regarding program goals and content organization of the newly adopted industrial arts subject among the professionals due to the short history of this subject matter. The main argument is placed on whether it should be emphasized with trade-job analysis approach or with socio-economic analysis approach for developing curricula. The programs in these countries emphasizes gradually an understanding the modern technological society rather than obtaining specific skills and knowledge in the field of traditional woodworking/ metalworking/drafting for daily life. The technology the human beings have been developed for many years must be wisely utilized for human beings, not for desruction of resouces, environment and human beings themselves.