한국가정과교육학회지 (Journal of Korean Home Economics Education Association)

한국가정과교육학회 (Korea Home Economics Education Association)
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지속가능발전교육(ESD)을 위한 중학교 기술·가정 교과서 가정생활 영역 분석 연구 - 청소년의 소비 생활 단원을 중심으로 -

The Analysis of Contents on Education for Sustainable Development(ESD) in Middle School Home Economics Textbooks : Focused on the Units of 'Adolescence Consumption Life'

  • 주수언 (동국대학교 사범교육대학 가정교육과)
  • Ju, Sueun (Dept. of Home Economics Education, Dongguk University)
  • 투고 : 2016.06.07
  • 심사 : 2016.06.29
  • 발행 : 2016.06.30
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초록

본 연구는 중학교 가정과 교과서의 '청소년의 소비 생활' 단원을 지속가능발전교육의 프레임워크(framework)로 분석하여 현재 가정교과의 지속가능발전교육과의 관련성을 살펴보고, 향후 미래지향적 관점으로 지속가능한 삶을 영위할 수 있는 역량을 키울 수 있는 교육과정 구성과 교육내용 선정을 위한 기초자료를 제공하는데 그 목적이 있다. 본 연구의 분석 대상은 12종 2009 개정 교육과정의 가정교과서 중 '청소년의 소비 생활' 단원이다. 분석방법은 Romey의 내용분석법을 사용하여 ESD 내용요소를 심층적으로 분석하였다. 분석 결과 첫째, '청소년의 소비 생활' 단원에서 공통으로 추출된 내용요소들을 지속가능발전교육(ESD)의 분석준거(환경적, 경제적, 사회적 영역)로 분석한 결과 23개의 관련 주제에 따른 하위 내용요소들로 구성되었다. 둘째, 중학교 12종 가정교과서의 '청소년의 소비 생활' 단원 내용요소를 지속가능발전교육(ESD)의 세 영역으로 분석한 결과, 사회적 영역(68%), 경제적 영역(58%), 환경적 영역(40%) 순으로 나타났다. 이는 2009 개정 교육과정에서 제시하고 있는 청소년 소비자의 역할이 주체적인 소비자에 중점을 두었고, 이와 관련된 내용들이 인간의 안전, 소비문화, 사회적 관심, 단체를 조직하고 활동할 권리 등과 상당히 관련이 있다고 볼 수 있다.

This study analyzes the middle school Home Economics textbook's 'Adolescence consumption life' unit using framework of Education for Sustainable Development(ESD) to examine correlation with the current Home Economics ESD, and aims to provide the base data for the composition of the educational curriculum that can help the students cultivate the capability for leading sustainable life from the future oriented perspective and for the selection of educational contents. This study analyzes the 'Adolescence consumption life' unit in the Home Economics textbook of the 12 type revised curriculum of 2009. As for the analysis method, Romey's content analysis method is used to carry out in-depth analysis of the ESD content elements. The analysis demonstrates the following. First, content elements extracted commonly from the 'Adolescence consumption life' unit are analyzed with the ESD's criteria of analysis (environment, economic and social domain), which led to the composition with the sub content elements following 23 related topics. Secondly, content elements of 12 types of Home Economics textbook's 'Adolescence consumption life' unit used in middle school are analyzed in three domains, which led to social domain (68%), economic domain (58%) and environmental domain (40%) in the order mentioned. This focused on the role of the Adolescent-consumer on the active consumer that is presented in the 2009 revised educational curriculum, and it is possible to see that this is very closely related to the right to organize and to be active in terms of the human safety, consumption culture, social interest and group.

키워드

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피인용 문헌

  1. 2015 개정 중학교 가정 교과서 세계시민교육 내용 분석 vol.32, pp.3, 2016, https://doi.org/10.19031/jkheea.2020.09.32.3.111
  2. 중학교 가정교과와 타 교과에 제시된 소비자역량의 내용과 구성요소 분석 vol.32, pp.3, 2016, https://doi.org/10.19031/jkheea.2020.09.32.3.81
  3. 문제중심학습법을 적용한 중학교 가정과 융합교육프로그램 개발과 실행 효과: 지속가능한 식생활을 중심으로 vol.32, pp.4, 2016, https://doi.org/10.19031/jkheea.2020.12.32.4.103
  4. 가정교과에서의 생활환경교육을 위한 프로젝트 중심 교수·학습 과정안 개발 vol.33, pp.1, 2016, https://doi.org/10.19031/jkheea.2021.3.33.1.37