고등학교 기술·가정 교과 식생활 영역의 교육내용 분석 : 제7차 교육과정부터 2015 개정 교육과정까지의 교과서(기술·가정, 가정과학) 내용을 중심으로 = Contents Analysis of Food and Nutrition unit in High School Textbooks of Technology · Home Economics : A Focus on the textbooks(Technology · Home Economics, Home Economics Science) of the National Curriculums from 7th to 2015 revised

국문 초록 (Abstract)

본 연구는 제7차부터 2015 개정 교육과정까지의 고등학교 기술·가정 교과 식생활 영역의 교육과정별 변화를 알아보는 것을 목적으로 하여 교육과정해설서와 교과서(기술·가정 교과서 8권, 가정과학 교과서 7권)를 연구하였다. 교육과정해설서에 기술된 교육과정별 내용요소를 파악하여 학습 내용의 변화를 알아보았으며, 교과서의 페이지 수를 파악하여 식생활 영역 및 각 영역의 비율 변천을 살펴보았다. 또한, 체계 기준을 바탕으로 내용을 분류하여 교육과정·교과서별 내용 요소의 특성을 파악하였다. 각 교과서의 교육과정별 다빈출 단어와 연결 중심성 분석을 실시하여 교육과정별 영향력이 높은 핵심 단어를 산출하였다. 분석 결과는 워드클라우드(wordcloud)를 활용하여 시각화 하였으며, 언어 네트워크 분석(Semantic Network Analysis)의 방식을 사용하여 단어들 간의 연결 관계를 확인하였다. 이와 같은 방법으로 식생활 영역의 변화를 조사·분석한 연구 결과를 요약하면 다음과 같다.
연구 결과 교육과정의 변화에 따라 ‘기술·가정’ 교과 식생활 영역의 비율은 점차적으로 줄어들고 있으며, 전체 교육과정의 핵심 단어는 ‘아기’, ‘섭취’, ‘영양’으로 나타났다. 전 교육과정에 걸쳐 연속적으로 나타난 단어는 ‘재료’, ‘조리’, ‘요리’, ‘섭취’, ‘영양’이 있다. ‘가정과학’의 식생활 영역의 비율은 ‘2015 개정 교육과정’에서는 많이 줄어들어 평균에 미치지 못하는 것으로 나타났다. 전 교육과정에 걸쳐 가장 많이 나타난 단어는 ‘섭취’, ‘영양’, ‘조리’이며, 전체 교육과정의 핵심 단어는 ‘조리’이다. 전 교육과정에서 연속적으로 나타난 단어는 ‘섭취’, ‘조리’, ‘영양’, ‘에너지’, ‘재료’이다.
7차부터 2015 개정 교육과정까지 식생활 영역의 교육내용은 시대에 부합하여 점진적으로 변화하여 나아가고 있으나, 식생활 영역의 비율 저하와 내용 요소 부족으로 인한 교육의 질적 수준 저하가 우려된다.

다국어 초록 (Multilingual Abstract)

This study is focus on the examination of changes in curriculum of Technology · Home Economics and Home Economics Science, especially the ‘Food and Nutrition section’, from the 7th to 2015 Revised National Curriculum. The research is based on the National Curriculum Guide and textbooks including 8 books of Technology · Home Economics and 7 books of Home Economics Science. This study investigated the content elements of the National Curriculum Guide, the changes in learning contents, and the number of pages of Food and Nutrition section. In addition, the contents of each curriculum and textbook were analysed based on the system standards. The key words were extracted and the connective relationships between words were visualized using a method of language network analysis through wordcloud and Semantic Network Analysis. According to the results of the research, the portion of the Food and Nutrition section has been gradually decreased on the Technology · Home Economics, following the development of the curriculum. Through the whole curriculum, ‘baby’, ‘ingestion’, and ‘nutrition’ are appeared as key words. On the other hand, ‘ingredient’, ‘cook’, ‘cuisine’, ‘intake’ and ‘nutrition’ are continuously appeared on the whole curriculum.
The portion of the Food and Nutrition section of Home Economics Science is remarkably decreased following the 2015 Revised National Curriculum, and the portion even does not reach to the average. ‘intake’, ‘nutrition’ and ‘cook’ are the most frequently appeared words through the whole curriculum, and ‘cook’ is the key word of the whole curriculum. ‘intake’, ‘cook’, ‘nutrition’, ‘energy’ and ‘ingredient’ are continuously appeared on the whole curriculum.
The contents of education of Food and Nutrition section from the 7th to 2015 Revised National Curriculum have been developed and advanced with the changes of social needs. However, the reduction of portion and insufficiency of content elements of Food and Nutrition section bring an apprehension toward the decline of the quality of education.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적 ································································ 1
• 2. 연구 내용 ·················································································· 3
• Ⅱ. 이론적 배경
• 1. 교육과정에 따른 기술·가정과 분석 관련 연구 조사 ························· 4
• 2. 고등학교 기술·가정과 교육과정에서의 식생활영역 내용요소 분석 ······ 5
• 3. 텍스트 마이닝, 언어 네트워크 분석(semantic network analysis) ···· 7
• Ⅲ. 연구 방법
• 1. 분석대상 교과서 선정 ································································ 11
• 2. 분석 방법 ················································································· 13
• Ⅳ. 결과 및 고찰
• 1. 교과서 내 식생활 영역의 비율 ···················································· 16
• 2. 식생활 영역의 교육 내용요소의 특성 ··········································· 20
• 3. 가정과 교과서 식생활 영역의 다빈출 단어 ··································· 31
• Ⅴ. 결론 및 제언 ············································································ 54
• <참고문헌> ····················································································· 57