초등 실과교육에서의 교과통합 진로교육 방향 탐색

An Exploration of A Direction of Integrated Subject Career Education in Elementary Practical Arts Education

이 연구의 목적은 초등 실과교육을 통해 진로교육을 어떻게 수행할 것인가를 탐색하는 것에 목적이 있다. 이를 위해 실과교육에서의 진로교육의 연구 동향 및 교육 과정에 나타난 실과교육에서의 진로교육 현황을 분석하고, 마지막으로 실과교육에서의 교과통합 진로교육의 방향을 탐색하고자 하였다. 연구 결과는 다음과 같다. 첫째, 실과교육에서의 진로교육 관련 연구는 2015년 이후부터 점차 줄어들고 있는 상황이다. 이는 실과교육을 통한 진로교육의 가능성에 대한 탐구가 필요함을 나타내준다. 둘째, 실과교육과 진로교육의 교육과정 문서를 비교 분석하였을 때 내용적인 측면에서 뚜렷한 차이를 보이지 않았다. 이는 실과교육이 여전히 진로교육의 중핵교과임을 알 수 있다. 셋째, 실과교육에서의 진로교육의 방향을 제시하기 위한 교과통합 진로 교육 교수 학습 모형을 제시하였다. 본 연구는 2015 개정 교육과정이 시행되기 이전에 이루어진 연구로 교수·학습 과정 모형을 적용하여 그 효과를 확인할 수 없다는 한계가 있다.

The aim of this research is to examine ways of how elementary practical arts education can perform integrated subject career education. To achieve the research aim, this research analyzed research trends in career education in elementary practical arts education and the situation of integrated subject career education in practical arts education revealed in curriculum. And, finally, it explored the direction of practical arts education as integrated subject career education. The research findings are as follows. First, the analysis of 150 researches on career education in practical arts education revealed that, while there had been active researches on it from 2011 to 2014, such researches have slowly decreased after that. Second, comparative analysis of curricular documents of practical arts education and career education did not reveal any discernable differences in contents related with teaching, learning and evaluation. From such a finding, we can recognize that practical arts education should play the core course as career education. Third, this research suggested an exemplary idea on teaching and learning process on integrated subject career education focusing career education in elementary practical arts education. By integrating the 2015 revised curriculum on Practical Arts(Technology and Home Economics) and the 2015 revised curriculum aim of school career education, this research implicitly suggested the performance standard in integrated subjects career education, aim of integrated subject career education, capacity of integrated subject career education, model of career education, teaching and learning activities, and evaluative methods. This research has a limit that, as it was performed before the practical arts education in 2015 revised curriculum would be applied to schools, the suggestions of this research could not applied.