高等學校 家政科 敎師와 學生의 家政科 敎科內容에 對한 認識 및 活容 - 調理實習單元을 中心으로 -

Recognition and Application on the Curriculum of High School Home Economics by Teachers and Students - Centering on the Unit of Cooking Practice -

The purpose of this study is to find out problems through ollking into the actual condition of management and the extent of application in cooking practice in High School Home Economics Education, and as a practical subject, to present some basic materials to contribute to accomplishing the object of High School Home Economics Education through trying to find a direction to enhance educational value. The contents of this study are these : to study with a theoretical background character, object, and contents of Home Economics referring to related books nad to investigate the actual condition of management, the extent of application to life of cooking practice unit, and standard of recognition of students and teachers about this subject and to find out rational nad efficient method of management. 552girl students and 72 home economics teachers in cities and counties in Kangwon-do were asked to answer the answer-wheet prepared. The result of this study is summerized as follows. 1.Most of the respondents regard the characters and objects of Home Economics as a metter of baisc education, education for life, and education for the wholeman, but they they neglect the aspect of education for a course of this subject. 2.Among the contents of Home Economics, students are much interested in the Unit of preparing table, especially in cooking. Most of the teachers teach the cooking unit only explanation without practice because of the lack of material and human resources. 3.Students have desire to do cooking practice, but the extent of application to their real life appears to be low. 4.It appears to be necessary that boy students as well as girl students should learn Home Economics as an education for preparation for managing housework. 5.Home Economics teachers are mostly satisfied which their teaching profession. But teachers who have been teaching for 3 or 5 years appear not to be satisfied with it. 6.Although Home Economics teachers can teach Cooking practice Unit with confidence, they usually do it theory rater than with practice, and they evaluate it after practicing, but most of them do not add the result to the student s grade. 7.They use most of the cookers fixed on the standard list of High School Cooking Practice appliances, but they seldom use electric heating cookers. According to the above result, we should take the following into account in order to improve probiems shown below. 1) Contents of this subject should consist of definite ones so that students can find out their aptitude and ability. 2) Video materials for efficiency of cooking practice, guide books for cooking experiment, and tools for evaluation should be developed and distributed. 3) Boy students as well as girl students should learn Home Economics together. 4) The extent of application should be enhanced by developing concrete programs of Home Profect, grade repectively so that, in addition to the scientific knowledge and function, education for how to see things and how to think should be emphasized. 6) It is required that contents should consist of meterials for settling and developing traditonal food culture. 7) Environment problems and welfare affairs of aged society as well as international affairs of the world food situation, and development and exploitation of new food resources should be dealt coherently in vocation and home economics education subjects of elementary, middle, and high school. 8) Each Home Economics teacher is required to spare time for his self-study on good condition, to be very good at contents of all spheres of practics in Home Economics, and to have confidence in teaching the subject. 9) The number of students in practice lesson should be limited to 20 to 30 in order to meet the need of the students. 10) A plan for