숙의를 통한 비판과학 관점의 통합 지향적 가정교과 교육과정 개발 = Integrative home economics curriculum development from a critical science perspective through deliberation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to reexamine the endeavors that had been made to achieve integration in Home Economics subject thus far with an aim to develop integrative curriculum of Home Economics and to develop integrative curriculum design plan for Home Economics through deliberation to ensure integration in the true sense.
In relation to methodology, this study set the model built on the deliberation method of Schwab(1969), Walker(1971), and Reid(1979) that inherited intellectual tradition of curriculum deliberation and the practical inference method of Brown and Paolucci(1979) representing the most typical deliberation of Home Economics to reflect critical science perspective. Specifically, this study was based on the perspective typified by the reality of Schwab(1969) and applied the platform, deliberation, and interactive process of design which were presented in the naturalistic model of Walker(1971). Moreover, this study set the assumption for curriculum development on the basis of the assertion made by Reid(1978) that the matter of handling the curriculum was a practical issue which should be resolved through practical inference. The contents of each curriculum were prepared by incorporating the elements of practical inference course of Reid(1978), Brown, and Paolucci(1979). In order to resolve the practical issue, "What should be done to develop the integrative curriculum of Home Economics?", which was set in this study, the alternatives and design plans for integrative Home Economics curriculum were developed based on critical science perspective as below:
1. The platform brings forward the opinion on what the curriculum presented in this study should pursue, explore the basis of consensus for the curriculum development through discussion and interaction, and laid foundation for curriculum development based on the consensus in connection with the level of curriculum development, perspective of curriculum, curriculum goal, and principles related to the selection and structure of curriculum contents. The platform of this study presented the examples of various frames for Home Economics curriculum that could provide basis for the development of country-level curriculum and was intended to provide basic data for teachers providing various classes at the education site with many different beliefs toward the Home Economics curriculum. Regarding the perspective of curriculum, this study reflected the critical science perspective and reached a consensus on integrative curriculum that could help achieve improvement in textbook-oriented curriculum in relation to the curriculum goal. Meanwhile, an agreement was reached that selection and structure of curriculum contents would be centered around practical issues in light of the conceptual system of Home Economics.
2. The deliberation covered the elements of context, alternatives, and consequences. To understand the context, the implications were derived from the consideration of previous and current discussion on Home Economics curriculum in the United States and Korea, and content system of Home Economics was analyzed through current textbooks and books of major. In addition, this study looked into current cases or precedents of domestic/overseas integrative curriculum on which basis it could be understood that there were attempts of integration from the incipient stage of Home Economics, and examined the core concepts that were commonly given importance in the sub-realm of Home Economics. Moreover, this study derived the 'valued ends', which were pursued by the objectives or missions of Home Economics, from the literatures which discussed the philosophy of Home Economics. Based on aforesaid details, this study developed the alternatives that primarily integrated the three behavioral systems, alternatives that primarily integrated the core concepts, and alternatives that primarily integrated the 'valued ends', thereby examining the consequences of adhering to those 3 respective alternatives.
3. The design presented the three specific design plans as specified below based on the alternatives presented in the deliberation phase and their consequential ramification and discussed the methods for applying and supporting such design plans. The Design Plan 1 integrated the existing content system with three behavioral systems to address the issue of fragmentation in each realm of Home Economics covered by current curriculum. The Design Plan 1 involved the integration of the three behavioral systems to tackle the problem of fragmentation in content elements of Home Economics in connection with the classes at the education site, and was developed in such a way that it could help students maintain aforesaid three behavioral systems and expand their "integrative and advanced" thinking power. Meanwhile, the Design Plan 2 involved the integration with three behavioral systems with a focus on core concepts covered by Home Economics. Specifically, the Design Plan 2 improved the current integration of main subject-based curriculum which is made under the name of units and featured the integration of core concepts to which much importance has been attached from historic context of Home Economics, thus increasing the value pursued by Home Economics. That was designed to ensure development into core capabilities of Home Economics in the period ahead and facilitate immediate reflection of the demands of the society and the times in developing the curriculum. Finally, the Design Plan 3 consisted of practical matters and sub-content elements based on the 'valued ends' derived from the objective of Home Economics. To improve the situation in which many curriculums claiming to focus on practical issues did nothing more than calling the existing curriculum into question, this study presented the sub-content elements to ease the path towards the class scenario development and implementation of classes at education site for the upcoming period.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구배경과 목적 1
• 2. 연구문제와 내용 8
• 3. 용어의 정의 9
• Ⅱ. 이론적 배경 11
• 1.교육과정 개발에서의 통합 11
• 1) 통합의 의의와 발전 11
• 2) 통합의 유형 13
• 3) 교육과정 통합의 선례 16
• 4) 교육과정 통합 관련 선행연구 고찰 23
• 2.교육과정 개발에서의 숙의 26
• 1) Schwab의 숙의 26
• 2) Walker의 숙의 30
• 3) Reid의 숙의 33
• 4) Brown의 실천적 추론 35
• 5) 교육과정 숙의 관련 선행연구 고찰 39
• Ⅲ.연구 방법 45
• 1.연구 모형 45
• 2.연구 진행 및 방법 47
• 1) 강령단계의 연구 진행 47
• 2) 숙의단계의 연구 진행 48
• 3) 설계단계의 연구 진행 51
• 3.숙의 과정 54
• 1) 강령단계의 숙의 과정 54
• 2) 숙의단계의 숙의 과정 55
• 3) 설계단계의 숙의 과정 57
• 4.숙의과정의 타당성 57
• Ⅳ.연구결과 60
• 1.강령(Platform)단계 60
• 1) 교육과정 개발 수준 61
• 2) 교육과정 관점 62
• 3) 교육과정 지향점 65
• 4) 교육과정 내용 선정 및 구성 68
• 2.숙의(Deliberation)단계 70
• 1) 맥락(Context) 71
• (1) 미국 가정교과 교육과정의 역사적 논의 71
• (2) 한국 가정과 교육과정 논의 117
• (3) 현행 교과서와 전공 서적에 제시된 내용 체계 136
• 2) 대안(Alternatives) 158
• (1) 세 행동체계를 중심으로 통합한 대안 158
• (2) 핵심개념 중심으로 통합한 대안 164
• (3) 가치를 둔 목표를 중심으로 통합한 대안 169
• 3) 파급효과(Consequence) 172
• (1) 세 행동체계를 중심으로 통합한 대안의 파급효과 172
• (2) 핵심개념 중심으로 통합한 대안의 파급효과 177
• (3) 가치를 둔 목표를 중심으로 통합한 대안의 파급효과 180
• 3. 설계(Design)단계 182
• 1) 설계안(Proposal for Action) 182
• (1) 세 행동체계를 중심으로 통합한 설계안 182
• (2) 핵심개념 중심으로 통합한 설계안 187
• (3) 가치를 둔 목표를 중심으로 통합한 설계안 190
• 2) 설계안을 위한 지원체계(Supporting for Action) 195
• (1) 세 행동체계를 중심으로 통합한 설계안 지원체계 195
• (2) 핵심개념 중심으로 통합한 설계안 지원체계 196
• (3) 가치를 둔 목표를 중심으로 통합한 설계안 지원체계 196
• 3) 세 설계안의 상호관계 197
• Ⅴ.결 론 201
• Epilogue 207
• 참고 문헌 208
• <부 록 > 221