가정과 교수․학습 자료 선정기준 및 활용 연구

AStudy on Selction Standards and Application for Instructional and Learning Materials of Home Economics Education :

본 연구의 목적은 중학교 가정과 교사들이 교수․학습 자료를 선정하는 데 지침이 되는 교수․학습 자료의 선정 모형(ISSUE모형)과 선정기준을 고찰하고 2007년 개정 중학교 기술·가정과 교육과정 중 가정생활 영역에 개발된 선정기준을 적용하여 가정 과 교사가 교수․학습 자료를 선정하고 활용하는 사례를 탐구하는 데 있다. 이를 통 해 가정과 교사가 교수․학습 자료의 선정하고 활용과정에서 요구되는 교수․학습 자료로서의 적절성에 대한 감식 능력을 향상시키고 이를 통해 중학교 기술․가정과 의 가정생활 영역의 교실 수업의 내실화에 기여할 수 있을 것으로 기대한다. 이를 위해 교수학습 자료의 선정 절차와 관련된 국내외 선행 연구를 분석하고, L 교사의 수업을 통해 교수․학습 선정기준을 어떻게 적용하는지 일련의 의사결정 과 정을 탐색하였다. 그리고 L교사의 수업 관찰, 심층면접을 통해 수업 과정에서 교수․ 학습 선정기준인 교육과정 요인, 학습자 요인, 학습 환경 요인, 매체 요인, 교수자 요 인 등을 종합적으로 적용하는 것을 확인할 수 있었다.

This study aims to develop a well-defined model of procedure and standards for selecting Instructional and Learning Materials(ILM) and to provide guides to help teachers to better understand and to effectively apply the standards when preparing for class. In addition, this study attempts to develop one version of the ILM selection standards which reflect considerably the subject-specific education goals and contents. The selection standards of ILM could vary among different subject matters, and even among teachers by experiences and specialties. In this regard, this study works with two particular middle school subjects, Technology & Home Economics. The major findings and key points this study made are as follows: First, this study identifies 5 stages in the selection procedures of ILM. The 1st stage is to state goals of the subject. The 2nd stage is to select appropriate instructional and learning methods, and the 3rd stage is to select appropriate instructional and learning media and materials. The 2nd and 3rd stage interact with each other. It is important to note that there are five factors which have an influence on the 3rd Stage, that is, the selection of instructional and learning media and materials, which are (1) the education curriculum factor, (2) the learner factor, (3) the instructional and learning environment factor, (4) the instructional and learning media factor, and (5) the teacher factor. The 4th stage is to utilize media and materials, and the 5th stage is to evaluate and revise the selections. At the end of the final stage, some feedback may go to the 3rd stage for better selections of ILM afterwards. Second, this study suggests the selection standards of ILM in the form of a checklist which would be the most simple form not only which teachers are mostly familar with and can easily use, especially for the reflective practice. Thurth, through such processes, this study draws a list of selection standards of ILM, mainly based on the middle school social studies and technology & home economics subjects.