우리나라와 일본의 중학교 가정과 교육과정의 비교연구

• 발행기관: 조선대학교 교과교육연구소
• 저자명: 정옥님 김영숙 전옥하
• 간행물 정보: 『미래교육현장연구』교육연구 9권, 149~171쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1986.01.30

영문 초록

Every country in the world has unique curriculums. This is because the expectations of individuals differs with each country’s situation, social environment and social needs. Since our country is no exception, in legal limitation the educational curriculum is organized and restricted directly by the goverment. That is, the educational curriculum is organized to embody the national educational ideals. In this respect it is possible to explain the organization of the educational curriculum with respect to the socio-cultural background. The content of educational curriculums, receiving social influence, is determined in the of viewpoint sociology of knowledge through social analysis of the ideological and cultural background and organization process for the selection of content. From this point of view the middle school home economics curricums in Korea and Japan have been comparatively analyzed. Viewing the educational curriculum as being related to political ideology, national political ideology is to build an ideal society with the aid of educational activities to cultivate the ideal individual. In order to do this, political ideology is taken into account in selection of content that is realizable as having political pursuable value by applying tactical and systematic restrictions on the educational curriculum. The organization of Korean and Japanese educational curriculums are formed in this context. Therefore, the educational ideals, educational laws, and educational objectives have been compared and their relationships surveyed. As a result, it has been found that the educational curriculum has been organized with the purpose of individual happiness and citizenship in Japan and individual character-building and social development in Korea. It has also been found that the objective of home economics education in Korea is a search of one’s role and direction in society, and in Japan emphasis is placed on individual personality development and social adjustment. It can be said that this comes from the differences in the socio-cultural environments that the two countries have. So far the Korean educational curriculum has been revised four times and problems have always arisen in the adaptability of the curriculum. But, because our educational curriculum is formed under policy and systematic restrictions, before evaluating adaptability it is more desirable to reflect on the necessary content in preparation for life in society in order to meet changes and the future by finding adaptability in our present situation.

목차

Abstact

Ⅰ. 緖論

Ⅱ. 敎育課程 構成의 理論的 背景

Ⅲ. 中學校 家政科 敎育課程 目標設定의 基底

Ⅳ. 韓國과 日本의 中學校 家政科 敎育課程의 目標分析 및 解析

Ⅴ. 要約 및 結論

참고문헌