This study was conducted to look into the procedures of and the status on the implementation of the new TechnologyㆍHome economics curriculum at the secondary school level(from 7th to 10th grades). It examined: the schools and the teachers for the actual implementation of the TechnologyㆍHome economics in classrooms.It was found that TechnologyㆍHome economics teachers generally reconstructed the contents to give the priority to the needs of the learners. The concept of learner-centeredness was reflected in teaching objectives, contents, instructional methods and evaluation. Most observed schools focused on reorganization of the curriculum contents based on the concept of student-centered as well as diversified curriculum. However, for most teachers, reorganization of the contents meant changing of the topics, reordering the sequences of the contents, and adding or deleting some units or topics.In order to meet the challenges of the new TechnologyㆍHome Economics curriculum, various measures are necessary. The undergirding philosophy of the current curriculum is to foster and accommodate individual learners aspirations to the highest level. To achieve these goals, it is critical that the educational conditions need to be highly upgraded. Various teaching-learning materials & methods need to be provided for teachers, and high-quality teacher in-service programs need to be enforced. Advanced school planning and guiding and teachers should be emphasized by the administrators and supervisors. Continuous efforts to encourage and involve teachers in the process of curriculum implementation are in great demand. The greater the active support of the teachers, the greater the degree of implementation in schools.
Ⅱ. 연구의 방법
Ⅲ. 기술ㆍ가정과 교육과정 개발 과정 및 수업 운영 실태 분석
Ⅳ. 결론 및 제언