家政科 敎育史에서 본 家政科 敎育의 發展相 = A Study on the Development of the Home Economics Education

다국어 초록 (Multilingual Abstract)

In the end of the eighteenth century the consequence of the industrial Revolution encouraged so remarkbly the woman's social advance that their own home was in a crisis of destruction. It was not only the home tragedy but also a serious social problem whose solution seemed to be one of the most important urgent tasks imposed on a nation. The nation could not help its solution entirly upon the role of education. Thus a new branch of sciences, Home Economics, was established and made further development through three steps as following;
In the first step the women should advance into the work outside the home they needed the vocational education through which their main interest was to acquire the knowledge of craft necessary for their own works.
The second step was to study scientifically for running their household effectively and efficiently by housewives who followed the occupation.
The third step was to save their home from destruction. The main purpose of the education though this period believed to lie in cultivating the spirit that the members of a family understand, help and love one another even in a state of poverty and finally understand, help and love one another even in a state of poverty and finally making contributions to uprising their nationality.
As a result the women education made a great progress and also bore various fruits. During the development of Home Economics Science the name and content of it have been changed gradually by the social, economic and cultural influences.

목차 (Table of Contents)

• 序言
• Ⅰ. 家政科 敎育의 起源과 家政科 敎育史의 意義
• Ⅱ. 家政科 敎育史를 考察하는 史觀
• Ⅲ. 家政科 敎育史와 家政史와의 關係
• Ⅳ. 家政科 敎育을 發展시킨 두 개의 契機
• Ⅴ. 十八世紀以後의 歐美 家政科의 發達段階
• Ⅵ. 1868年 以後 家政科 敎育에 있어서 特異點
• Ⅶ. 1868年 以後의 家政科 敎育
• Ⅷ. 1812年 以後의 家政科 敎育
• Ⅸ. 1938年∼1945年 戰時體制下의 家政科 敎育
• Ⅹ. 解放後 우리나라의 家政科 敎育
• 結論