대학교 가정학 교양과목의 교과내용구성과 수업운영방식 - 아동가족ㆍ의생활ㆍ식생활ㆍ주생활 영역을 중심으로 -

Curricula and Efficient Teaching Method in Home Economics as a College-Level Liberal Education Curriculum - Focused on Child and Family, Clothing and Textiles, Food and Nutrition, and Housing -

The purposes of this study were to: (1) analyze students' educational needs and attitude concerning various areas in Home Economics as a college-level liberal education curriculum, (2) provide data concerning future curricula and efficient teaching method. Four areas of Home Economics were investigated: child and family, clothing and textiles, food and nutrition, and housing, The subjects of this study were 478 students of Chungbuk National University, divided by experiences in enrollment of Home Economics and teaching methods(managed by 1-2 teachers vs. team teaching by 4 teachers). The data were collected by questionnaires developed by the researchers and analyzed by frequencies, t-test and x²-test. The major findings were as follows: 1) Child and family education, especially the subjects of child-rearing and parents education, was most needed area by students, and this area also got highest score in attitude. 2) In the field of clothing and textiles, the subject of impression management with clothing was needed the most, and the importance of clothing got the highest score in attitude. Also, the students enrolled Home Economics showed more educational needs and practical attitude. 3) In the field of food and nutrition, food safety and sanitation were the most needed subject and safety of foods making got the highest score in attitude. The students enrolled Home Economic showed more educational needs on the subjects of food safety and sanitation, human nutrition and health maintenance and the culture of food and nutrition. 4) Educational need of the students was the lowest in housing area, though the subjects of knowledge on the space planning such as interior design, use of living space, and indoor environments-heat, light and air got most attention. Educational needs and attitudes of the students were affected by students' sex, major(human vs. scientific), and age. 5) Educational needs and attitudes of the students were affected by sociodemographic variables, such as grade, sex, major(human vs. scientific), and age. And teaching method was also found to be an influential factor.