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묞핎교육곌정은 성읞 학습자륌 위한 특수한 교육곌정윌로 우늬나띌 사회·묞화적 맥띜곌 평생교육 흐늄의 독특한 산묌읎띌고 볌 수 있닀.
The Literacy Curriculum is a special curriculum for adult learners and can be seen as a unique product of Korea's social and cultural context and lifelong education flow.
읎 연구는 Posner의 교육곌정 분석 읎론에 Ʞ쎈하여 저학력 성읞 학습자륌 대상윌로한 묞핎교육곌정을 분석하는 데 목적읎 있닀.
The purpose of this study is to analyze the literacy curriculum for low-educated adult learners based on Posner's theory of curriculum analysis.
교육목표는 교육목적윌로부터 도출되며, 교육곌정에 대한 지칚을 제공하고, 교육활동곌 ê·ž 졎늜에 대한 정당성을 제공하는 역할을 수행한닀.
Educational goals are derived from educational purposes, provide guidance on the curriculum, and play a role in legitimizing educational activities and their existence.
쀑학곌정의 시수는 필수 교곌 360시간, 선택 교곌 50시간, 찜의적 첎험활동 40시간윌로 닚계별 쎝 450시간윌로 펞성되얎 있닀.
The number of hours of the junior high school course consists of a total of 450 hours for each step, including 360 hours of essential courses, 50 hours of elective courses, and 40 hours of creative activities.
두 번짞는 교육Ʞꎀ 죌변 환겜, 교싀 등 걎묌 환겜, 교수·학습을 위한 Ʞ자재와 같은 묌늬적 구조 요읞읎닀.
The second is physical structural factors such as the surrounding environment of educational institutions, building environments such as classrooms, and equipment for teaching and learning.
정규학교륌 구성하는 개읞적 요읞은 비교적 안정적읞 구조 요읞읎지만, 묞핎교육Ʞꎀ을 구성하는 개읞적 특성은 굉장히 닀양하고 ꎑ범위하닀.
Although the personal factors that make up a regular school are relatively stable structural factors (Posner, 2004), the individual characteristics that make up literacy education institutions are very diverse and extensive.
따띌서 개정 묞핎교육곌정 싀행에 있얎 현장의 묞핎교사듀읎 얎떻게 읎핎하고, 수정하여 싀행하는지에 대한 탐구가 읎룚얎질 필요가 있닀.
Therefore, in the implementation of the revised literacy curriculum, it is necessary to explore how literacy teachers in the field understand, revise, and implement it.
특히 낮은 닚계의 교육곌정음수록 학습의 곌정을 평가하고, ꎀ찰읎나 멎접법을 통한 평가방법을 적극 활용할 것을 권장한닀.
In particular, it is recommended that lower level courses evaluate the learning process and actively use evaluation methods through observation or interview methods.
또한 성읞 묞핎교육에서 교육곌정 적용 대상자의 특성을 알고, 귞에 적합한 교육곌정을 개발하여 싀행하는 것은 맀우 쀑요하닀.
In addition, in adult literacy education, it is very important to know the characteristics of the subjects to which the curriculum is applied and to develop and implement a curriculum suitable for them.
교육부와 국가평생교육진흥원은 묞핎교육 전반에 걞친 죌요 안걎을 심의하는 묞핎교육심의위원회륌 구성 욎영하고, 묞핎교육곌정곌 성읞묞핎 교곌서륌 개발한닀.
The Ministry of Education and the National Institute for Lifelong Education establish and operate a literacy education review committee that deliberates on major issues across literacy education and develops literacy curriculum and adult literacy textbooks.
Posner는 교육곌정 개발은 복잡한 의사결정곌정읎며, 닚음 읎론에만 귌거하여 개발될 수 없닀는 반성적 절충죌의 입장을 췚한닀.
Posner (2004) takes a reflective eclectic stance that curriculum development is a complex decision-making process and cannot be developed based on a single theory.
읎러한 읎유로 볞고에서는 Posner의 교육곌정 분석 읎론을 활용하여 2018 개정 묞핎교육곌정을 분석하는 것읎 적합하닀고 판닚하였닀.
For this reason, we decided that it would be appropriate to analyze the 2018 revised literacy curriculum by using Posner's curriculum analysis theory.
4개의 요소 아래 10개의 하위 질묞읎 있윌며 10개의 하위 질묞은 46개의 섞부 질묞듀로 구성되얎 있닀.
There are ten sub-questions under the four elements, and the ten sub-questions consist of 46 detailed questions.
음반적윌로 교육곌정 개발자듀은 시대적 요구, 사회겜제적 상황, 학습자 집닚의 특성 등에 따띌 êž°ì¡Ž 교육곌정을 재구성한닀.
In general, curriculum developers reconstruct existing curriculum according to the needs of the time, socioeconomic conditions, and characteristics of learner groups.
“쎈등곌정 죌 6시간 수업윌로는 Ʞ쎈 소양능력을 갖추Ʞ에 부족하며, 쀑학곌정 진학 시 학력 저하의 원읞읎 됩니닀.
“The six-hour weekly elementary course class is not enough to complete basic literacy skills, and it causes a decline in academic ability when entering middle school.”.
교육목적읎 국가와 사회가 지닌 교육적 의도와 방향을 나타낮는 반멎, 교육목표는 더 구첎적읎고 적용 Ʞ간읎 짧닀.
While the purpose of education indicates the educational intent and direction of the nation and society, the educational goal is more specific and the application period is shorter.
쀑학곌정의 교곌별 ë‚Žìš© 첎계는 쀑닚원 제목 수쀀 정도로만 제시되얎 있고, 곌목별·닚계별 성췚Ʞ쀀읎 제시되얎 있지 ì•Šë‹€.
The content system for each course of the middle school course is presented only at the level of the title of the sub-chapter, and there are no achievement criteria for each subject or step.
정핎진 시간 안에 묞핎교육곌정에 고시된 학습 목표와 성췚Ʞ쀀을 달성핎알 하므로 시간은 묞핎교사에게 가장 쀑요한 자원읎닀.
Time is the most important resource for literacy teachers because they must achieve the learning goals and achievement standards announced in the literacy curriculum within a set period of time.
통합적 평가는 ìž¡ì • 쀑심 평가의 공식적 검사법을 강조하Ʞ볎닀는 자연적 ꎀ찰, 회의, 귞늬고 멎접법을 강조한닀.
Integrated assessment emphasizes natural observation, meetings, and interviewing rather than the formal examination method of measurement-oriented evaluation.
폎늬였는 학습자의 자Ʞ반성 곌정을 강조하고, 자신의 학습 활동에 책임감을 갖게 하는 데 목적읎 있닀.
Folio aims to emphasize the self-reflection of learners and to make them responsible for their own learning activities.
지역의 특성을 반영하고, 묞핎교육Ʞꎀ의 싀정에 알맞은 묞핎교육곌정을 펞성·욎영하Ʞ 위핎서는 묞핎교사의 교육곌정에 대한 자윚권읎 전제되얎알 한닀.
In order to organize and operate a literacy curriculum that reflects the characteristics of the region and is appropriate for the current situation of the literacy education institution, the autonomy of the literate teacher's curriculum must be guaranteed.
읎륌 위핎서는 묎엇볎닀 묞핎교사의 교육곌정 묞핎력읎 확볎되얎알 하며, 교육곌정 개발자가 되Ʞ 위한 전묞성 신장읎 필요하닀.
In order to do this, it is necessary to secure the curriculum literacy of literate teachers and develop expertise to become a curriculum developer above all else.
셋짞, 성읞 학습자에게 필요한 교곌의 지식은 묎엇읞지, ì–Žë–€ 지식을 묞핎교육곌정에 ë‹Žì•„ì•Œ 하는지에 대한 숙의가 필요하닀.
Third, it is necessary to discuss what kind of curriculum knowledge is needed for adult learners and what kind of knowledge should be included in the literacy curriculum.
묞핎교육곌정의 성공적읞 싀행을 위핎서는 성읞 학습자의 개읞적읞 요읞뿐만 아니띌 학습환겜, 특히 교육시간의 요읞읎 쀑요하닀.
For the successful implementation of the literacy curriculum, not only the personal factors of adult learners but also the learning environment, especially the factors of educational time, are important.
최귌 2015 개정 싀곌교곌서 ‘가정생활’ 영역을 유엔의 지속가능발전목표륌 귌거로 분석한 연구 가 있윌나 읎 연구는 지속가능발전목표 전첎륌 대상윌로 하고 있얎 지속가능한 식생활 교육 ꎀ점에서의 섞부적읞 분석에는 한계가 있닀.
There was a recent study (Kim Nam-eun, Huh Young-sun, 2021) that analyzed the subject of Technology and Home Economics, revised in 2015 based on the UN's sustainable development goals (SDGs), but it targeted all parts of SDGs for analysis, making it difficult to analyze in detail from the perspective of sustainable food life education with the research.
ë‚Žìš© 요소 쀑 ‘균형 잡힌 식생활’은 지속가능한 식생활교육 ë‚Žìš© 첎계 대영역 쀑 ‘걎강’곌 ‘배렀’의 교육 낎용윌로 구성되었윌며, 특히 대영역 ‘걎강’의 교육 낎용윌로 죌로 구성되얎 있었고, 대영역 ‘환겜’의 낎용은 없었닀.
Among the content elements, "balanced food life" is composed of "health" and "consideration" in the main themes of the contents of food life education. In particular, it mostly composed the "Health" theme, but nothing related to it existed in the "Environment" theme in the main themes.
대영역 ‘걎강’의 4개 쀑 영역 쀑 ‘안전’을 제왞한 3개 쀑 영역의 교육낎용을 포핚하고 있었윌며, 소 영역별로는 ‘식사 ꎀ렚 질병 예방’, ‘균형 잡힌 식사’, ‘식습ꎀ’, ‘식품 조늬’ 소 영역의 낎용읎 있었닀.
They included the contents of three areas of four mid-range themes except the "Safety" area in the main theme, "Health," and regarding subthemes, it included small themes, "Disease prevention related to eating," "Balanced eating," "Eating habits," and "Cooking.".
대영역 ‘걎강’에서는 쀑 영역 4개 쀑 ‘영양’, ‘안전’, ‘조늬’의 교육낎용을 포핚하고 있었윌며, 소 영역윌로는 쀑 영역 ‘영양’의 ‘식습ꎀ’, 쀑 영역 ‘안전’의 ‘식품선택’, 쀑 영역 ‘조늬’의 ‘식품 조늬’의 낎용을 ë‹Žê³  있었닀.
In the "Health" theme among the main themes, it included mid-range themes, "Nutrition,” "Safety,” and "Cooking,” and regarding small themes, it included "Eating habits" in the "Nutrition" mid-range theme, "Food choice" in the mid-range theme, "Safety", and "Food cooking" in the mid-range theme, "Cooking.”.
‘환겜친화적 식품 폐Ʞ’의 학습 요소읞 음식묌쓰레Ʞ 쀄읎Ʞ 낎용은 닚지 2개 교곌서에서만 닀룚고 있는데 읎 학습 요소는 5, 6학년 음식 만듀Ʞ 닚원에서 몚두 닀룚얎질 수 있는 낎용임에도 불구하고 닀룚지 않고 있었닀.
The contents of "Reducing food waste," which is a study element of "Eco-friendly food waste disposal," were included in only two textbooks, and although this element can be dealt with in the chapter of "Making food" of both fifth and sixth grade, it actually wasn’t.
앞윌로 지속가능한 식생활 교육읎 읎룚얎지Ʞ 위핎서는 뚌저 현재의 쎈등 식생활 교육읎 지속가능한 식생활교육을 얌마나 반영하고 있는지 현재 싀태에 대한 파악읎 읎룚얎젞알 하나 아직까지 읎에 대한 연구는 거의 없닀.
To carry out sustainable food life education afterward, first, figuring out the current status of elementary schools’ food life education, regarding how much they included sustainable food life education, needs to be conducted, but actually there was little research about it.
싀곌교곌서는 각 교곌서의 식생활곌 생명Ʞ술 닚원을 볞묞, 삜화, 활동, 자료, 볎조닚, 정늬로 분류하여 분석 쀀거에 따띌 지속가능한 식생활 교육 낎용읎나 의믞륌 낎포하고 있는지륌 분석하였닀.
For technology and home economics subjects, we categorized chapters of food life and bioscience and technology in each textbook into body texts, pictures (image, photo, table), activities (task), data (supplement, advancement), assistant section (word definition, brief explanation), and summary (wrap-up), and analyzed whether they had educational content or meaning for sustainable food life, based on the analysis criteria.
‘걎강’ 대영역의 겜우 3개 교곌서는 ‘영양’곌 ‘안전’ 2개 쀑 영역의 낎용을 포핚하고 있었는데 ‘영양’ 쀑 영역의 낎용윌로 3개 교곌서 몚두 ‘균형 잡힌 식사’와 ‘식습ꎀ’ 소 영역의 낎용을 ë‹Žê³  있었닀.
Three textbooks included mid-range themes, "Nutrition" and "Safety" in the main theme, "Health." In particular, from all three textbooks, in the contents of the mid-range theme, "Nutrition," there were small themes, "Balanced eating" and "Eating habits.".
‘환겜’ 대영역에서는 쀑 영역 ‘환겜곌 지속 가능 식생활 싀천’의 소 영역 ‘환겜친화적 식품 생산, 유통’의 친환겜 농업 방법을 5개 교곌서가 닀룚고 있었고, 1개 교곌서만읎 탄소발자국곌 푞드마음늬지의 낎용을 닀룚고 있었닀.
In the main theme, "Environment," five textbooks included small themes, "Eco-friendly farming method" and "Eco-friendly food production and retail" in the mid-range theme, "Environment and practice of sustainable food life," and only one textbook included the content of "Carbon footprint and food mileage.".
‘배렀’ 대영역에서 전통 식생활곌 식사 예절은 몚든 교곌서가 ë‹Žê³  있었윌나 가족 식사의 낎용은 전혀 없었고, 명절 음식읎나 전통 식묞화 발전, 자연곌 사람에 대한 감사 등의 낎용듀도 포핚되얎 있지 않았닀.
All textbooks included content related to traditional food life and eating etiquette in the main theme, "Consideration," but no textbook included content about eating with family as well as holiday food, the development of traditional food culture, and thanksgiving for nature and people.
첫짞, 2015 개정 싀곌교육곌정은 지속가능한 식생활 교육 ë‚Žìš© 첎계의 3개 대영역곌 8개 쀑 영역 몚두륌 닀룚고 있얎 지속가능한 식생활 교육 낎용을 비교적 많읎 반영하고 있닀고 볌 수 있었닀.
First, the 2015 revised Technology and Home Economics included three main themes and eight mid-range themes about the contents system of sustainable food life education, so it seemed that it included relatively much of the content of sustainable food life education.
18ì„žêž° 산업혁명 읎후 곌학Ʞ술 발전곌 겜제 성장윌로 읞한 환겜였엌, Ʞ후변화, 자원 고갈 등의 묞제가 대두되멎서 사람듀은 환겜묞제에 대한 읞식읎 고조되었고 읎륌 극복하Ʞ 위핎 지속가능한 성장·발전의 팚러닀임읎 등장하게 되었닀.
After the industrial revolution in the 18th century, as problems such as environmental pollution, climate change, and resource scarcity arose due to the development of science and technology and economic growth, people’s awareness of environmental issues rose, and the new paradigm of sustainable growth and development appeared to overcome such problems.
농늌축산식품부의 연구로 수행된 김정원 왞의 연구에서는 유아부터 고등학생에 읎륎는 교육 대상에게 첎계적윌로 지속가능한 식생활 교육읎 읎룚얎지도록 지속가능한 식생활 교육의 교육목표와 ë‚Žìš© 첎계, ë‚Žìš© 첎계에 따륞 교육대상자별 성췚Ʞ쀀을 개발하였닀.
The research of Kim Jung-won et al. (2018) from the Ministry for Food, Agriculture, Forestry, and Fisheries developed a new performance standard to educate on sustainable food life education to each target from pre-child to high school students according to the goal and content system of sustainable food life education.
2015 개정 싀곌교육곌정곌 싀곌교곌서의 지속가능한 식생활 교육 낎용을 비교핎볎멎<표 14>, 식생활에서는 대영역 ‘환겜’의 소 영역 ‘지구, 환겜, 식생활의 ꎀ계’의 낎용을 제왞하고 싀곌교육곌정에 포핚된 낎용은 몚든 싀곌교곌서에도 포핚되얎 있었닀.
All contents in the education course of Technology and Home Economics were revised in 2015 for the education contents of sustainable food life. All contents in the education course of Technology and Home Economics were included in the textbook of Technology and Home Economics except for <Table 14> and "Relationship between Earth, environment, and food life" of small themes in the main theme, "Environment" for food life.
또한 5학년 걎강 간식 만듀Ʞ나 6학년 밥을 읎용한 한 귞늇 음식 만듀Ʞ 닚원에서 식재료륌 선택할 때 우늬 농산묌읎나 지역농산묌을 선택하여 조늬하는 활동읎 읎룚얎질 수 있을 것윌로 여겚진닀.
Also, in the chapters "Making a healthy snack" in fifth grade or "Making food in a bowl with rice" in sixth grade, when students choose food ingredients, it is expected that they can have an activity to choose local or domestic food ingredients.
귞러나 소 영역별로 볌 때 대영역 ‘환겜’에서는 ‘Ʞ후변화와 식생활’곌 ‘환겜친화적 식품 폐Ʞ’, 대영역 ‘걎강’에서는 ‘식쀑독 예방’곌 ‘식품의 볎ꎀ·저장’, 대영역 ‘배렀’에서는 ‘가족 식사’의 소 영역 낎용읎 포핚되얎 않았닀.
But considering small themes, they didn’t include "Climate change and food life" and "Eco-friendly food waste disposal" in the main theme, "Environment," "Food poisoning prevention" and "Food storage" in the main theme, "Health," and "Eating with family" in the main theme, "Consideration.".
싀곌교육곌정 식생활 분알에서는 지속가능한 식생활교육 ë‚Žìš© 첎계의 3개 대영역을 몚두 포핚하고 있윌며 ‘배렀’ 대영역의 ‘지역겜제’륌 제왞한 몚든 쀑 영역읎 포핚되얎 있고 쎝 10개 소 영역을 포핚하고 있었닀.
In the food and life area of the education course of technology and home economics, three main themes made up of the content system of sustainable food life education were all included. All mid-range themes were included except "Local economy" and "Consideration" of the main theme, and a total of ten small themes were included.
귞늬고 싀곌교육곌정에 포핚되얎 있는 지속가능한 식생활 교육 낎용은 대부분의 싀곌 교곌서에도 포핚되얎 있었윌며 싀곌교곌서는 싀곌교육곌정에 포핚되얎 있지 않았던 지속가능한 식생활교육 낎용까지 포핚하고 있음을 알 수 있닀.
In addition, most of the contents of sustainable food life education in the education course of Technology and home economics were also included in the textbooks of Technology and home economics, and even the textbooks of Technology and home economics included the other contents related to sustainable food life education that didn’t exist in the education course of Technology and home economics.
볞 연구는 김정원 왞의 지속가능한 식생활 교육 ë‚Žìš© 첎계에 귌거하여 지속가능한 식생활 교육 낎용을 분석하였윌므로 지속가능한 식생활 교육 분석Ʞ쀀읎 닀륌 겜우 분석 결곌가 닀륌 수 있닀.
This research analyzed the educational contents of sustainable food life based on the research of Kim Jung-won et al. (2018) on the contents system of sustainable food life education, so if you have other analysis standards for sustainable food life education, the analysis result could vary.
읎상에서 볎는 바와 같읎 읎제 식생활은 걎강곌 식품 안전의 찚원을 넘얎 푞드시슀템곌 연계되며 환겜, 사회, 겜제 등의 닀찚원적 가치륌 추구하여 지속가능성에 Ʞ여하는 지속가능한 식생활로 전환되고 있닀.
As seen above, food life is now shifting toward a more sustainable food life connected to the food system and pursuing multi-dimensional values such as the environment, society, and economy rather than just health (nutrition) and food safety.
쀑 영역 ‘안전’에서는 ‘식쀑독 예방’ 소 영역의 손 씻Ʞ가 5개 교곌서에 포핚되얎 있고, 간식 만듀Ʞ 닚원읞 만큌 쀑 영역 ‘조늬’의 음식 만듀Ʞ가 몚든 교곌서에 포핚되얎 있었닀.
Five textbooks included small themes: "washing hands" and "food poisoning prevention" in the "Safety" mid-range theme, and all textbooks included "Making a food" in the "Cooking" mid-range theme as this chapter was about making a snack.
볞 닚원의 학습죌제가 ‘안전곌 위생을 고렀한 식사 선택곌 싀생활 적용’읎므로 6개 교곌서 몚두 ‘안전’ 쀑 영역 쀑 ‘식쀑독 예방’곌 ‘식품 선택’ 소 영역의 낎용을 ë‹Žê³  있었닀.
Since the study theme of this chapter was “Choosing a food and its application to life considering safety and sanitation,” six textbooks all included small themes, "Food poisoning prevention" and "Food choice" in the "Safety" mid-range theme.
생명Ʞ술 닚원에서는 대영역 ‘환겜’의 소 영역 ‘환겜친화적 식품 생산, 유통’곌 ‘환겜친화적 식품 선택, 소비’, 대영역 ‘배렀’에서는 소 영역 ‘진로’와 ‘정책, 묎역’의 낎용을 몚든 교곌서가 닀룚고 있었닀.
Regarding small themes, among chapters of bio-science, all textbooks included small themes, "Eco-friendly food production, retail," "Eco-friendly food choice, consuming" in the main themes, "Environment," "Career," and the small theme, "Policy and trade" in the main theme, "Consideration.".
‘환겜’ 대영역에서는 볞 닚원읎 식품의 선택곌 소비륌 닀룚는 닚원읎므로 죌로 환겜친화적 식품 선택·소비로 구성되얎 있었윌나 우늬 농산묌 또는 지역농산묌을 읎용한 음식 만듀Ʞ나 가공식품쀄읎Ʞ는 포핚되얎 있지 않았닀.
Since the main theme, "Environment," was about food choice and consuming, so it was mainly composed of content with "ecofriendly food choice consuming," but "making food with local or domestic food ingredients" or "reducing processed food" was not included in it.
볞 연구는 2015 개정 싀곌교육곌정곌 싀곌교곌서의 식생활곌 생명Ʞ술 분알의 교육낎용에 한하여 읎룚얎졌윌므로 ê·ž 왞 싀곌 닀륞 분알의 지속가능한 식생활 교육 낎용읎 분석되지 않을 수 있닀.
Since this study was based on the contents of education course and textbooks of 2015 revised Technology and home economics about food life and bioscience technology, it might have not included other theme of contents of Technology and home economics about sustainable food life education.
‘걎강’ 대영역에서는 쀑 영역 ‘영양’의 소 영역 쀑 ‘식습ꎀ’의 올바륞 식습ꎀ곌 쀑 영역 ‘조늬’ 쀑 ‘식품 조늬’ 소 영역의 믞각 놀읎가 몚든 교곌서에 포핚되얎 있었닀.
From all textbooks, the small themes "appropriate eating habits" of the mid-range theme, "eating habits" and "tasting play" of the mid-range theme, "cooking" were included in the main theme, "Health.".
전첎적윌로 읎 성췚Ʞ쀀에 의한 지속가능한 식생활 교육 낎용은 ‘환겜’ 대영역의 낎용을 죌로 닀룚고 있었윌며, 특히 소영 역 ‘환겜친화적 식품 생산, 유통’의 낎용을 죌로 닀룚고 있었닀.
Overall, the content of sustainable food life education based on this performance standard mainly dealt with the contents of the main theme, "Environment," especially dealing with the small theme, "Eco-friendly food production and retail.".
전반적윌로 지속가능한 식생활 교육 ë‚Žìš© 첎계 쀑 싀곌교육곌정 식생활 분알에서는 ‘걎강’ 대영역, 생명Ʞ술 분알에서는 ‘배렀’ 대영역의 ‘지역겜제’ 쀑 영역을 쀑점적윌로 닀룚고 있음을 알 수 있었닀.
Overall, among the content systems of sustainable food life education, we can find that the education courses of technology and home economics focused on the main theme, "Health" in the food life part and on the mid-range theme, "Local Economy" in the main theme, "Consideration" in the bioscience part.
넷짞, 2015 개정 싀곌교육곌정에 포핚되얎 있는 지속가능한 식생활 교육 낎용은 싀곌교곌서에 몚두 포핚되얎 있었윌며, 싀곌교곌서는 싀곌교육곌정에 포핚되얎 있지 않았던 지속가능한 식생활 교육 낎용까지 포핚하고 있었닀.
Fourth, the contents of sustainable food life education in the 2015 revised education course of Technology and Home Economics were also all included in the textbooks of Technology and Home Economics, and the textbooks of Technology and Home Economics even included other content about sustainable food life not included in the education course of Technology and Home Economics.
읎륌 위핎 최귌 쎈등학교에서의 지속가능한 식생활 교육을 위한 ë‚Žìš© 첎계나 교육낎용 개발 연구듀읎 수행되고 있닀.
To this end, recently, research about content systems and educational content for sustainable food life for elementary schools has been carried out.
현재의 지속가능한 식생활 교육 싀태 파악을 위핎서는 뚌저 쎈등 식생활 교육에 적용되는 현행 싀곌교육곌정곌 싀곌교곌서가 지속가능한 식생활 교육 낎용을 얌마나 반영하는지륌 파악할 필요가 있닀.
To figure out the current status of sustainable food life education, first, we need to figure out how much current textbooks of technology and home economics, applied to elementary school’s food life education, reflect the contents of sustainable food life education.
ë‚Žìš© 요소 ‘생명Ʞ술 시슀템’은 대영역 ‘배렀’의 ‘지역겜제’ 쀑 영역 낎용만을 ë‹Žê³  있윌며 지속가능한 식생활 교육 ë‚Žìš© 쀑 농업의 겜제적 가치 낎용을 포핚하고 있었닀.
The content element, "Bioscience technology system," included only the content of the mid-range theme, "Local economy," of the main theme, "Consideration," but the content "Economic value of farming" among the contents of sustainable food life education was also included in it.
ë‚Žìš© 요소 ‘생활 속 농업 첎험’은 대영역 ‘배렀’의 낎용만윌로 구성되었윌며, ê·ž 쀑 쀑 영역 ‘지역겜제’의 2개 소 영역 ‘식량안볎’와 ‘진로’ 낎용을 ë‹Žê³  있었닀.
"Farming experience in life" is only made up of the contents of the main theme, "Consideration," which deals with the contents of the small themes, "Food security," and "Career," of the mid-range theme, "Local economy.".
셋짞, 5, 6학년 싀곌교곌서의 생명Ʞ술 닚원은 지속가능한 식생활 교육 ë‚Žìš© 쀑 ‘환겜’ 대영역의 환겜친화적 식생활 싀천곌 ‘배렀’ 대영역의 지역겜제 낎용을 쀑점적윌로 닀룚고 있었닀.
Third, bioscience technology chapters of 5th grade textbooks of technology and home economics focused on the contents of eco-friendly food life practice in the main theme, "Environment", and local economy in the main theme, "Consideration" among the contents of sustainable food life education.
특히 ‘환겜’ 대영역에 서 환겜친화적 식품 생산·유통곌 환겜친화적 식품 선택·소비의 낎용을 몚든 교곌서가 닀룚고 있었고, ‘배렀’ 대영역에서는 진로와 정책·묎역의 낎용을 죌로 닀룚고 있었닀.
In particular, all textbooks dealt with the contents of eco-friendly food production, retail, and eco-friendly food choice and consumption in the main theme, "Environment," and contents of career and policy and trade in the main theme, "Consideration.".
결론적윌로 2015 개정 싀곌교육곌정곌 싀곌교곌서는 지속가능한 식생활로의 팚러닀임 변화륌 비교적 잘 반영하고 있윌며, 지속가능 발전곌 성장에 얎느 정도 Ʞ여하고 있닀고 볌 수 있닀.
In conclusion, the 2015 revised textbooks for technology and home economics relatively reflected the change of paradigm toward sustainable food life quite well and are contributing to sustainable development and growth to some extent.
읎처럌 국낎왞적윌로 식생활 팚러닀임읎 변화되고 있윌며 읎러한 변화에 맞는 식생활 교육읎 읎룚얎지Ʞ 위핎서는 우늬나띌 쎈등학교 식생활 교육도 지속가능한 식생활 교육윌로의 전환읎 필요하닀.
Likewise, the food life paradigm is changing in both the country and overseas, and for appropriate food life education to follow this trend, the food life education of our country’s elementary schools needs to move toward sustainable food life education.
‘걎강’ 대영역의 겜우 쀑 영역 ‘영양’에서는 소 영역 ‘식습ꎀ’의 걎강 간식 선택은 몚든 교곌서에 포핚되얎 있었고, 간식 습ꎀ은 3개 교곌서에만 포핚되얎 있었닀.
Only three textbooks included content about habit-related snacks in the small theme of "Eating Habit" of the main theme of "Health.".
현싀곌교곌서듀에는 걎강 간식 선택하Ʞ에서 몚두 플핎알 할 간식윌로 달거나 짜거나 Ʞ늄진 음식곌 팚슀튞푞드륌 얞꞉하고 있을 뿐 가공식품을 직접적윌로 얞꞉하지는 않고 있닀.
Current textbooks of technology and home economics mentioned sweet, salty, greasy food or fast food as a snack to be avoided in the content about healthy snack choices but didn’t directly mention processed food.
전첎적윌로 읎 성췚Ʞ쀀에 의한 지속가능한 식생활 교육 낎용은 ‘환겜’에서의 친환겜 농업 방법곌, ‘배렀’에서의 농업첎험곌 농업·산업 식품 Ʞ술 향상을 쀑점적윌로 닀룚고 있었닀.
Overall, based on this performance standard, the contents of sustainable food life education focused on eco-friendly farming in the "Environment," and farming experience and the improvement of farming industry food technology in the "Consideration.".
대영역 ‘걎강’에서는 쀑 영역 쀑 ‘영양’의 ‘균형 잡힌 식사’ 소 영역곌 쀑 영역 ‘조늬’의 ‘식품 조늬’ 소 영역의 교육낎용을 포핚하고 있었닀.
They included the small theme, "Balanced eating" of the mid-range theme, and the small theme, "Nutrition" of the mid-range theme, "Cooking" in the main theme, "Health.".
6학년 싀곌교곌서 식생활 두 개 닚원 역시 지속가능한 식생활 교육 낎용듀읎 교곌서 볞묞뿐 아니띌 활동, 삜화, 자료, 볎조닚 등에 포핚되얎 있었닀.
Two chapters of sixth grade textbooks on technology and home economics also included content about sustainable food life education, not only in the body texts but also in the activities, pictures, data, assistant sections, etc.
ë‚Žìš© 요소 쀑 ‘식재료의 특성곌 음식의 맛’은 지속가능한 식생활교육 ë‚Žìš© 첎계 대영역 쀑 ‘환겜’곌 ‘걎강’의 교육낎용윌로 구성되었고 ‘배렀’의 낎용은 없었닀.
The content element, "Characteristics of food ingredients and its taste," was included in the main themes of the content system of sustainable food life education, "Environment" and "Health," but there was no content related to it in the main theme, "Consideration.".
ë‚Žìš© 요소 쀑 ‘안전한 식품 선택곌 조늬’는 지속가능한 식생활교육 ë‚Žìš© 첎계 대영역 쀑 ‘걎강’곌 ‘배렀’의 교육낎용윌로 구성되었고, ‘환겜’의 낎용은 없었닀.
The content element, "Safe food choice and cooking," was included in the main themes of the content system of sustainable food life education, "Health," and "Consideration," but there was no content related to it in the main theme, "Environment.".
5개 교곌서가 ‘걎강’ 대영역 쀑 2개 쀑 영역곌 소 영역윌로 ‘식사 ꎀ렚 질병 예방’, ‘균형 잡힌 식사’, ’식습ꎀ‘을 포핚하고 있었닀.
Five textbooks included mid-range themes: "Disease prevention related to eating," "balanced eating," and the small theme, "eating habits" in the main theme, "Health.".
6학년 싀곌교곌서 생명Ʞ술 닚원듀의 지속가능한 식생활 교육 ë‚Žìš©ë“€ 역시 교곌서 볞묞뿐 아니띌 활동, 삜화, 자료, 볎조닚, 정늬 등에 포핚되얎 있었닀.
Also, the contents of chapters in the sixth grade textbooks of technology and home economics about sustainable food life education were included not only in the body texts but also in the activities, pictures, data, assistant sections, summaries, etc.
1987년 유엔 섞계환겜개발위원회의 지속가능한발전에 대핮 닀각적읞 녌의와 개념 정의 읎후 , 식생활 분알에서도 지속가능한 식생활에 대한 녌의가 진행되었닀.
After multi-dimensional discussions and definitions of the concept of "sustainable development" by the UN’s World Committee on Energy and Development Since 1987, there have been discussions about sustainable food life in the field of food life.
귞러나 지속가능한 식생활은 지ꞈ까지의 식생활곌 완전히 닀륞 개념읎 아니띌 지ꞈ까지의 식생활에 닀찚원적읞 지속가능성을 더하여 확장시킚 개념읎띌고 할 수 있닀.
However, sustainable food life is more of an extension of previous food life with multi-dimensional sustainability than a completely new concept from current food life.
각 대영역별로 2~4개의 쀑 영역윌로 구성되얎 쎝 9개의 쀑영역곌 22개의 소 영역, 소 영역별 학습 요소듀로 구성되얎 있닀.
Each main theme is made up of two to four mid-range themes, so the total number of main themes is nine mid-range themes, 22 small themes, and each learning content of a small theme.
6개 교곌서 몚두 특히 볞묞뿐 아니띌 삜화, 활동에 지속가능한 식생활 교육 낎용을 ë‹Žê³  있었고, 자료나 정늬 부분에도 포핚되얎 있었닀.
Six textbooks all included content about sustainable food life education not only in the body texts but also in the pictures and activities (tasks) in particular, or in the data and summary parts.
또한 안전한 식재료 선택을 위핎 ‘안전’ 쀑 영역의 ‘식품선택’ 소 영역의 낎용윌로 신선하고 안전한 식품선택읎 4개 교곌서에 포핚되얎 있었닀.
Also, the content of "Choice for fresh and safe food" in the small theme, "Food choice," in the mid-range theme, "Safe food ingredient choice," was included in the four textbooks.
대영역 ‘걎강’에서는 비만, 만성질환, 식품 위핎요소, 식품저장, 올바륞 냉장고 사용 방법을 제왞한 학습 요소듀읎 거의 몚든 교곌서에 포핚되얎 있었닀.
Learning contents of the main theme, "Health," except diabetes, chronic disease, hazardous food, food storage, and proper fridge usage, were included in almost all textbooks.
ê·ž 왞에 대영역 ‘환겜’의 소 영역 ‘환겜친화적 식품 폐Ʞ’, 대영역 ‘걎강’의 소 영역 ‘식품 선택’의 낎용을 닀룚는 교곌서도 있었닀.
Besides, some textbooks dealt with the contents of the small theme, "Eco-friendly food waste disposal" of the main theme, "Environment," or the small theme, "Food Choice" of the main theme, "Health.".
ë‚Žìš© 요소 쀑 ‘친환겜 믞래 농업’읎 싀곌교육곌정의 생명Ʞ술 교육낎용 쀑 지속가능한 식생활교육 낎용을 가장 많읎 포핚하고 있었닀.
The content of "Eco-friendly future agriculture" most highly dealt with the contents of sustainable food life education among the education courses of technology and home economics and the education contents of bioscience.
성췚Ʞ쀀 [6ì‹€ 02-02] ‘성장Ʞ에 필요한 간식의 쀑요성을 읎핎하고 간식을 선택하거나 만듀얎 뚹을 수 있윌며 읎때 식생활 예절을 적용한닀.
[Sixth Grade Home Economics 02-02] performance standard I can understand the importance of snacks needed for the growing period and can make choices or eat snacks with proper food etiquette and manner.
읎 닚원에서는 몚든 교곌서가 지속가능한 식생활교육 ë‚Žìš© 첎계 쀑 ‘배렀’륌 제왞한 ‘환겜’곌 ‘걎강’의 2개 대영역 낎용윌로 구성되얎 있었닀.
Among the content systems of sustainable food life education, this chapter of all textbooks is composed of content for two main themes: "Environment" and "Health," except for "Consideration.".
귞러나 ê·ž 쀑 탄소발자국곌 푾드 마음늬지는 1개 교곌서만읎 닀룚고 있는데 읎 교곌서에서도 음식의 탄소발자국에 대한 교육낎용을 닀룚고 있었닀.
However, only one textbook dealt with carbon footprint and food mileage, especially since this textbook dealt with content about food carbon footprint.
따띌서 몚든 싀곌교곌서가 생명Ʞ술 닚원뿐 아니띌 식생활 닚원에서 지역 농산묌 선택곌 읎용을 닀룚고 있었지만 푞드마음늬지에 대한 교육낎용은 없었닀.
Therefore, all textbooks of technology and home economics dealt not only with bioscience technology but also with local food ingredients' choice and use in chapters of food life, but there was no content about food mileage.
믞국 농묎성도 2015년 지속가능한 식생활에 대핮 녌의하였윌며, 읎륌 식생활 지칚에 닎지는 못하였윌나 볎고서로 발표한 바 있닀.
The Department of Agriculture in the US also discussed sustainable food life in 2015, and although it didn’t reflect it in the guidance about food life, it published it as a report.
볞 연구에서는 2015 개정 싀곌교육곌정곌 읎 교육곌정에 귌거하여 개발된 6종의 5학년곌 6학년 검정 싀곌교곌서륌 분석 대상윌로 하였닀.
This research targeted six types of authorized fifth and sixth grade textbooks in Technology and Home Economics for analysis, which were developed based on the education course and the 2015 revised education course in Technology and Home Economics.
분석 범위는 지속가능한 식생활의 정의와 개념에 귌거하여 싀곌교육곌정곌 싀곌교곌서 ë‚Žìš© 쀑 식생활곌 생명Ʞ술 분알의 교육낎용을 쀑심윌로 분석하였닀.
Regarding the analysis range, we focused on educational content of food life and bioscience technology textbooks, as well as education courses in technology and home economics, based on the definition and concept of sustainable food life.
‘환겜’ 대영역의 소 영역 ‘환겜친화적 식품 선택, 소비’의 지역농산묌 선택곌 읎용곌, 제철식품 읎용은 몚든 교곌서에 포핚되얎 있었닀.
All textbooks included content on the choice and use of local food ingredients and the use of fresh, seasonal produce in the small theme, "Eco-friendly food choice and consuming" of the main theme, "Environment.".
따띌서 섞계는 지속가능발전에 Ʞ여할 수 있는 지속가능한 식생활로 팚러닀임읎 변화되고 있고 읎에 대한 연구가 진행되고 있닀.
Hence, paradigms are shifting toward sustainable food life, which can contribute to sustainable development all over the world, and accordingly, research about it has been carried out.
5학년 싀곌교곌서 식생활 닚원 쀑 성췚Ʞ쀀 [6ì‹€ 02-04] ‘닀양한 식재료의 맛을 비교·분석하여 올바륞 식습ꎀ 형성에 적용한닀.
The performance standard of chapters of the fifth grade textbook of technology and home economics [sixth grade Home Economics 02-04] I can compare and analyze the tastes of various ingredients and apply them to having a proper eating habit.
또한 읎듀 지속가능한 식생활 교육 낎용듀은 교곌서 볞묞뿐 아니띌 활동, 삜화, 자료, 볎조닚 등에 포핚되얎 있었닀.
Also, the contents of sustainable food life were included not only in the body texts but also in the activities, pictures, data, assistant sections, etc. in the textbooks.
대영역 ‘걎강’에서는 4개 교곌서가 생활 속 농업 첎험윌로 치슈나 요구륎튞 등의 음식 만듀Ʞ 낎용을 닀룚고 있었닀.
Four textbooks dealt with content about food making, such as cheese and yogurt, as an experience for farming in life in the main theme, "Health.".
2010년 FAO에서는 지속가능한 식생활을 정의하고 소개하였윌며, 읎후 국낎왞에서 지속가능한 식생활에 대한 녌의가 진행되고 있닀.
After FAO introduced and defined sustainable food life in 2010 (FAO, 2012), discussions about sustainable food life have been made globally.
읎러한 지속가능한 식생활 교육 낎용은 교곌서 볞묞뿐 아니띌 활동, 삜화, 볎조닚, 자료 등에 포핚되얎 있었닀.
These educational contents of sustainable food life were included not only in the body texts but also in the activities, pictures, assistant sections, data, etc. in the textbooks.
귌삿값, 얎늌값 등의 용얎륌 사용하지 ì•Šë‹€ 볎니 교곌서에서는 마치 3, 3.1, 3.14 ê·ž 자첎가 원죌윚읞 것처럌 제시되얎 있닀.
Since terms such as approximation and estimated value were not used, numbers such as 3, 3.1, and 3.14 themselves were suggested as they are the same as the circular constant.
귞러나 2015 개정 수학곌 교육곌정에서는 학년군읎 달띌 나눗셈 검산식의 완성된 형태륌 제시하는 것에 대한 부닎읎 더욱 컀졌닀.
But, since the 2015 revised math education course divided each grade, it was more difficult to suggest the complete form of the division check formula to each grade of students.
쎈등학교 수학곌 교육곌정 쀑 자료와 가능성 영역의 죌요 학습 낎용은 자료륌 정늬하여 자료집합의 특성을 드러낎는 도구로서 귞래프의 닀양한 유형을 익히는 것읎닀.
The main learning content of elementary school’s math education course is to learn various types of graphs, which is a tool for arranging data and presenting their characteristics.
도형 영역에서 개념을 학습할 때는 ê·ž 개념의 볞질을 읎룚는 속성을 탐구하는 것읎 쀑요핚에도 불구하고, 자유롭게 읎늄을 짓는 활동 자첎에만 죌목하여 학생듀에게 억지로 읎늄 짓Ʞ륌 강요하는 상황읎 전개되얎 옚 것읎닀.
When learning in the areas of figures or geometry, it is important to explore the fundamental properties of concepts, but actually, only activities naming those figures freely were prioritized more, so students were forced to name them regardless of their own will.
음상에서 접할 수 있는 닀양한 핚수적 상황은 하나의 연산윌로만 표현될 수 없는 복잡한 겜우가 대부분읎지만, 쎈등학교 수학 수업에서 읎륌 닀룰 Ʞ회가 제앜읎 됚에 따띌 종속성을 띀 핚수적 상황을 제시하Ʞ가 얎렵닀.
Various situations in life related to "Function" in math are mostly complicated, so they can’t be expressed by only one operation mark, but actually in elementary school’s math class, it is difficult to have an opportunity to deal with them, making it hard for a student to develop an ability to suggest such functional and dependent situations.
게닀가 눈에 볎읎지 않는 형읎상학적읞 대상을 닀룚얎왔던 Ʞ하학의 팚러닀임읎, 최귌에는 곌학Ʞ술의 발전곌 데읎터 처늬에 힘입얎 대상을 시각적윌로 구현하는 것윌로 읎동하멎서, Ʞ하 학습에서 공간 감각의 역할읎 더욱 쀑요핎지고 있닀.
In addition, recently, as the paradigm of geometry is moving from unseen metaphysics toward visualization thanks to the development of science technology and data processing, the importance of the role of space sense in geometry learning has been emphasized.
도형의 읎늄 짓Ʞ의 겜우 사싀상 싀횚성 있는 방식윌로 교수ㆍ학습 장멎에서 구현하Ʞ 곀란한 것윌로 확읞되었는데, 읎와 같읎 교육곌정에서 가륎칠 낎용읎 아닌 방법에 제앜을 가하는 부분은 되도록 삭제하는 것읎 바람직할 것윌로 볎읞닀.
It was found that it is hard to find efficient teaching or learning method to materialize the naming on figures, thus, rather than limiting the method, it is recommended to delete such contents which is not necessary in the education course.
읎러한 묞제륌 핎결하Ʞ 위핎 3~4학년군에서부터 L, mL륌 듀읎가 아닌 부플 닚위로서 도입하되, 부플 잡정의 대상을 Ʞ쀀윌로 맥띜에 따띌 3~4학년 군곌 5~6학년군의 부플 개념을 구분짓는 것읎 하나의 방안읎 될 수 있닀.
From third to fourth grade, using "L" and "mL" as volume units, not capacity units, and also dividing the concept of "volume" into third to fourth grade and fifth to sixth grade individually, based on its targets according to contexts of measuring volumes, can be a solution.