中學校 家事科 實技評價 改善에 關한 硏究

A Study on the Practical Skill Evaluation and Improvement of Household-affairs Course in Middle School

The purpose of this research was to provide present situation of practical skill evaluation and basic information for the standard draft of the practical skill evaluation of improvement of household-affairs course. The major findings were as follows : 1. Most of the teachers responded that the educational goal of household-affairs course is to foster the capability of being adapted to family life, while older teachers responded that it is more significant for cultivating moral character. The neccessity for skill training is still emphasized practical. 2. The results of practical skill evaluation in the instruction have little relation to the student’s records, for the reason that practical skill evaluation requires much time and hard work. 3. Although teaching method showed exam-oriented theoretical, but the teachers responded that the ideal teaching method would consist of 60 percent of practive and 40 percent of theory. 4. Although most Schools possess laboratories, but many schools in remote outskirts of cities do not. 5. Cooking practice is done only once or twice a year, and the practicing expense for each time costs about 301~500 won for each student. But they responded that, the ideal number of times and expense of practives should be increased to be at least four times a year and over 901 won for each student. 6. Practicing and Practical tecnique evaluation of forty-seven practicing unit(food 31 units, clothing 5 units and handicrafts 11 units) of 3 kinds of fields in the text-book shows that Hamburgers are the most preferred in food, Collarless blouses in clothing, and knitting with bamboo-needle in handicrafts. According to the survey, the reason it that the students have little opportunity to learning these if they do not learn how to do them at school and that these are made questions for the high school entrance-examination. 7. The survey indicates that the teacher himself gives the students practical skill evaluation with the question for examination of his own making and that the evaluation methods are told to the students in advance. It also shows that younger teachers and teachers in public schools are applying the most ideal methods of evaluation according to steps such as preparing, processes, and the result. 8. It shows that they are conducting the evaluation for cooking practice mostly as each group of students, but the evaluations are not in the student’s records. 9. According to the survey, the difficulties of skill guidance and its evaluation are the lack of time due to the preparation for the high-school entrance exam and the lack the lack of objective standards of evaluation. 10. The draft of standards of practical techniue evaluation is done and used by the subject teachers of the same grade level. Therefore, to some degree, subjectivity cannot but be presented and so a common standard draft of evaluation is and of self evaluation desired. 11. Most teachers want three steps of the standard draft of evaluation of skill practice such as fine, medium, poor. 12. The teachers responded that if a common standard draft of evaluation and self evaluation is made and applied to various schools, it will be very effective.