여성학 교과과정 모형 개발을 위한 연구

Study on Women's Studies Curriculum Model Development

The major objectives of the present study are 1) to analyze contents and teaching methods of Women's Studies courses offered at 21 colleges/universities in Korea and 12 foreign college/universities (14 courses); 2) to develop an ideal and feasible curriculum model of "Introduction to Women's Studies" course. The following items, in particular, were studied: Firstly, the objectives, contents, discussions and homeworks of the courses were examined. Secondly, the teaching methods, number of students, class room operation, and the ways of establishing the Introduction to Women's Studies courses, rates of male and female students' composition, and structural factors which interrupt the satisfaction of students on the lecture are examined. Thirdly, the evaluation on the courses by students was also analyzed. Fourthly, guidelines for the course on especially controversial themes of women's studies were prepared by faculty members who are now teaching women's studies in various colleges/universities. These guidelines will be able to provide concrete material for setting up an ideal women's studies syllabus which can be modified in the context of given resources of each colleges and faculty members. The research methods employed for this research are; questionnaire, seminars on collected materials, participatory observation in women's studies classes, interviews with students who are attending the course, and comparative analyses between syllabi of introductory courses on women's studies of foreign. colleges/universities and those of Korean. The following is the results of the research: 1) women's studies courses contributed in making male students recognize unjustice of sex discrimination; making them also realize women as independent individual human beings, enabling women students get over their feeling of inferiority. In short, women's studies courses made clear the recognitions of sex-discrimination. However, there were also problems. There were schools without any syllabus and lectures with contents which had no relation of women's studies. Some had contents of anti-feminist messages, but they were offered with the title of women's studies. Lack of systematic teaching was pointed out as a major weakness of women's studies course. In the case of team-taught courses, students expressed their discontent as some contents covered by lectures overlap. Meanwhile, in the case of lectures taught by one lecturer, there are some difficulties because it was often liable for omitting a core content of women's studies, and to astray from the main stream of introductory characterristics of women's studies owing to emphasizing on particular subject areas of the instructors. As for discussion sessions, accoring to our survey, although both students and teaching members recognized them to be neccessary as a supplement for lectures, there were only 9 colleges/universities which had discussion sessions among 21 college/universities in Korea offered women's studies courses. Furthermore, even in schools which had discussion sessions, they were maintained as types of panel discussions or plenary discussion by the lack of discussion leaders or discussion assistants. Homework which has a supplementary function for the efficient lectures were never required to students in some colleges/universities, and even if they were given, there was a tendency that in most cases the homework was only consisted in book reviews rather than other ways of developing creative abilities of students. For meeting these problems, more positive groping for the alternatives and efforts to practice them should be encouraged. Above all, the alternatives to solve the above problems, the primary demand is to develop guidelines for the courses on women's studies and a curriculum model. This was dealt with in Chapter Ⅳ, "The Direction of Curriculum Design for Women's Studies: Introductory Course," in the present study. Apart from this, for a development for the c