한국과 일본 중학교 가정 교육과정과 교과서 주생활 영역의 내용요소 비교
ⅳ, 74 p.
- 원문 URL
The purpose of this research is to assist course application of teacher and to develop future curriculum and textbooks by comparison analysis between 2009 Korean revised curriculum and textbooks, and 2008 Japanese curriculum and textbooks regarding of housing area of Home Economics of middle school. The analysis subject is middle school Home Economics curriculum and textbooks of housing area. The material consists of 2009 Korean revised curriculum, 2008 Japanese Home Economics curriculum and curriculum guide, total 22 of 2013 Korean middle school Home Economics textbooks, and 3 of 2012 Japanese Home Economics textbooks. It is analyzed by content analysis method between housing area of Korean and Japanese curricula and textbooks. 1. Summary and conclusion of analysis of housing area of Home Economics curricula between Korean and Japanese middle school are as follows: Comparing the small and middle units of two countries textbooks, Korea has 2 middle and 6 small units respectively, while Japan has 1 middle and 4 small units, respectively. Korean and Japanese textbook each has total of 18 and 11 units, suggesting that Korean textbook is quantitatively more abundant in terms of contents. In terms of the title of each middle unit, Korean textbook focuses in housing and environment and sustainable housing life, viewing the human and residential environment macroscopically. On the other hand, Japanese textbook focuses in housing and dwelling style, showing that it has microscopic view. Both countries have common interests in comprehension of housing and pleasant lifestyle. Analyzing each countries' unique small units shows that Koreans are interested in environmental condition and sustainability while Japanese are interested in housing safety. Evaluating Home Economics curriculum of both countries, Korean textbook is more interested in macroscopical approach while Japanese textbook shows strong microscopical view limiting on residential life. In addition, to answer national and social needs, Korean textbooks emphasizes on co-living value and sustainable living in Korea while Japanese textbook emphasizes on safe housing. In Korea, the recent safety issues emerged as a social issue, therefore it is requested that the'safety inside and outside the dwelling' should be considered when developing post-curriculum or textbooks. 2. Middle school home economics textbook Korea and Japan share the living area and a summary of the contents of the factor analysis were as follows. Comparing the content elements of Korea and Japan, Korea's 'housing function', 'dwelling style', 'family type' and 'family life cycle', 'air quality environment' and 'sound environment' can each be considered similar to Japan's 'housing function', 'dwelling way', 'family housing', 'air quality environment', 'sound environment'. The unique content are'meaning of housing', 'housing conditions', 'housing type', 'neighborhood environment', 'co-living values', 'thermal environment', 'light environment', 'zoning', 'circulation paths', 'furnish arrangement', 'efficient use', 'sustainable living practices' in Korea and 'regional housing', 'living space', 'home accident safety measures', 'natural disaster measures', 'fire measures', 'security measures' in Japan respectively. Comparing similar content elements of Korea and Japan, both countries are interested in the home oriented function however in addition, Japan also includes the field about the function of family and community connection, emphasizing on relevance to local community. In 'dwelling style' both countries introduce the style of sitting on the floor and sitting on the chair, and views that these two styles coexist today. Korea presents examples of the adequate living space for each style form but Japan related these to feature of tatami mat, sliding doors and other features of Japan traditional houses. In the perspective of 'family type' and 'family life cycle', Korea is interested in the choice of housing while Japan is interested in the use of housing. Both countries are dealing with the general theory of indoor air about 'air quality environment' however while Korea suggested theoretical aspects and the various alternatives, Japan suggested experiential aspects like measuring amount of carbon dioxide although greatly outnumbered in theoretical contents. In 'sound environment', Korea only focused on noise, while Japan also dealt with 'positive noises' such as sounds of nature or living culture. Most of the contents of the housing area are reflected in the textbook but it shows clear distinction about concrete information in each textbook. Korea has developed the aspects of information which has detailed, various and specific contents, while Japan has developed connection to the community which includes experiences that are not theoretical and emphasizes in learner's research. Considering this, heuristic and self directed learning in addition to wealthy theoretical information should be taken into account when developing next curriculum and textbooks in the housing area. Curriculum developers need to specify a content element in order to help textbook publisher understand clearly. In 2009 revised curriculum, no manual is suggested and only achievement standards is included. It will be desirable to suggest more specific content elements in the next revision of curriculum. Prior to the development of textbooks, textbook writers must be preceded by a clear understanding of the content element, so the curriculum developers could understand exactly through workshops. When selecting textbooks, teachers will need to consider carefully, fully accounting the difference in content elements.