초ㆍ중등 교과서 분석 연구

A Study on the Analysis of Textbook Contents in both Elementary and Middle School - Based on the 6th Curriculum of Home Economics

The purpose of this study was to analyze the contents of the home economics area for elementary school students and to examine the contents of home economics textbooks used for middle school students. Considering the 6th curriculum, the contents of the third and fourth grade levels in elementary schools and the first -and second -year levels in middle schools were focused for this study. The results of this study are as follows. First, the contents of the practical arts education for elementary school students included four sub-components: agriculture, industry, computer, and home economics. Among these four sub-components, the home economics consisted of 50 percent of the total area of the practical arts education. As a sub-components, there were areas for clothing/textile, food/nutrition, and housing in the third grade level, whereas there were areas for clothing/textile, food/nutrition, and family economics in the fourth grade level. In the contents of home economics textbooks used for the middle students, there were such four parts as human development/family relationship, household resource management/consumption, food/nutrition, and clothing/textile. Among these four parts, the food/nutrition area had relatively more numbers of pages: the food/nutrition area consisted of 29.4 percent of the textbook for the first-year and 38. 2 percent for the second-year. Second, even if it is desirable that the contents of textbooks should be sequentially development, there were not much connections between the elementary and middle school textbooks. That is, although participation skills and techniques were included in the elementary school curriculum, these courses were not further developed in the middle school curriculum. Third, there were greater numbers of actual photographs for the area of food/nutrition in the elementary school textbooks. The area of clothing/textile also had relatively more photographs than the other two areas of home economics. The numbers of questions for evaluation were similar between the food/nutrition and clothing/textile areas. In the elementary school textbooks, the type of evaluation was utilized by using scaled rating method. Among the various kinds of the textbooks for middle school students, “F” textbooks contained 101 photographs for the first-year level, while “E” textbooks included 65 photographs for the second-year level. In the area of food/nutrition, the contents of practices were suggested for both the first-year and the second-year students. However, the contents of experiments were only suggested for the first-year level in the “C, F, H” textbooks and for the second-year level in the “B, E, F, G” textbooks. In the area of clothing/textile, the contents of experiments were omitted for the first-year level, while that of practices were not suggested for the second-year level. Among the home economics textbooks used for the middle school students, subjective measures of evaluation consisted of 82 percent of the total for the first-year and 80 percent of the total for the second-year. It is necessary to accept the opinion of home economics teachers and to have them take part in development of textbooks with other experts, so that it could minimize the problems emerging in the system of textbooks. Furthermore, since there was little connection of the courses between the elementary and middle schools, a subsequent development of the textbook contents from the elementary to middle school curriculum is also needed.