초등 실과 교육의 正體性과 正當性에 관한 이론적 탐색

Identity and Justification of Practical Arts Education in Elementary School

The purposes of this study were to review the identity of practical arts education in elementary school based on the concept, contents, and character of subject, to review the justification of practical arts education in elementary school based on the pedagogy, philosophy of work, technological literacy, children’s developmental stages theories. The major findings of this study were as follows: 1. This study stated that ‘practical arts’ was a general education in elementary school dealing with using of instruments, making of products, growing of plants and raising of animals, and managing of home-affairs or computer through practical activities by problem-solving. Also the character of practical arts education as a school subject were practical life subject, creative skill subject and integrative subject. 2. The knowledge of practical arts education as a school subject could be classified into synthetic approach(agriculture, business, home economics, industry), knowledge approach(technology and home economics), and integrative approach(using, making, growing and raising and managing in field of life science). 3. Considering historical viewpoints, work is reflected in education beyond doubt. The significant value of work was justified that practical arts education was to offer school subject as a general education. 4. The practical arts education was justified by the technological literacy which students will need to cope with the changes in this industrial and technological society. The call for technological literacy as the new basic for 21st century has become the rallying cry of the practical arts education profession. 5. The practical arts education was justified by the theories of Erikson’s psychosocial stages(industry(competence) versus inferiority) and Piaget’s developmental stages(Concrete operational period).