한국가정과교육학회지 (Journal of Korean Home Economics Education Association)

한국가정과교육학회 (Korea Home Economics Education Association)
권호 표지
DOI QR코드

DOI QR Code

바느질실습 수업이 중학생의 창의-인성에 미치는 효과

Effectiveness of a Sewing Practice Class for Cultivation of Creativity and Personality

  • 투고 : 2018.11.16
  • 심사 : 2019.03.28
  • 발행 : 2019.03.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 2009 개정 교육과정에서 지향하고 있는 창의-인성교육을 교과 교육 차원에서 반영하여 바느질실습 수업과정안의 효과를 살펴보았다. 단일집단 사전·사후 실험설계하여 개발된 과정안을 적용하였으며 그 결과는 다음과 같다. 첫째, 수업 적용 결과 창의성 전체와 창의성의 하위요인인 확산적 사고력, 문제해결력, 개방성, 인내에 유의미한 차이가 있는 것으로 나타났다. 모둠토의를 통한 아이디어의 구상, 모둠활동을 통한 만들기 활동, 창의적 문제해결의 경험 등이 학생들에게 수업의 주체자임을 인식하도록 하여 창의적인 아이디어를 산출하고 문제를 능동적으로 해결하는 데 영향을 미친 것으로 판단된다. 둘째, 바느질실습 수업은 인성 전체와 인성의 하위요인인 책임, 성실, 배려, 의사소통능력, 협업능력에 유의미한 영향을 미친 것으로 나타났다. 이 수업과정안은 개인활동을 기반으로 하여 모둠활동이 이루어지도록 설계하여 개인의 책무성과 역할뿐만 아니라 모둠작품의 완성을 강조하면서 학생 간 의사소통이나 협업이 활발하게 이루어지도록 하였다. 그 결과 학생들의 인성 함양에 도움을 준 것으로 판단된다.

This study aims to verify the effects of the sewing practice class, developed for the cultivation of creativity and personality, the two qualities that the Korean Department of Education tried to emphasize in 2009 national curriculum. We conducted a single-group pretest-posttest experiment with the developed sewing practice class as a treatment. Results are as follows. First, the comparison results of before and after the developed sewing practice class showed that there were meaningful differences in creativity and its subfactors such as divergent thinking skill, problem solving ability, open-mindedness and patience. This is because in-class activities such as coming up with ideas by group discussion, creative activities and problem-solving experiences make the students be aware that they are the hosts of the class. It also affected their abilities of producing creative ideas and solving problems proactively. Second, the developed sewing practice class had an impact on students' personality and its subfactors like responsibility, diligence, consideration, communication skill, and collaborative ability. This practice class is based on personal activities which lead to the completion of the group assignment. This has not only emphasized individual responsibilities, but also highlighted the completion of group work and encouraged the flow of communication and cooperation among students. As a result, we concluded that this practice class helped nourish the participating students' personality.

키워드

참고문헌

  1. Cho, Y. S. (2013). Inquiry of teaching-learning model nurturing student creativity. Journal of Thinking Development, 9(2), 1-22.
  2. Cho, Y. J. (2015). Development of clothing & textiles program for enhancing creativity and personality: Focusing on the unit practice of creative clothing & textiles. Journal of Korean Practical Arts Education, 28(4), 255-269.
  3. Choi, K. G. (2008). Development of the sewing instructional materials for practical arts subject in elementary school. Journal of Korean Practical Arts Education, 14(4), 91-114. https://doi.org/10.17055/jpaer.2008.14.4.91
  4. Choi, K. S., & Cho, J. S. (2013). Development and implementation of project teaching-learning plan for 'residential space utilization' of home economics for creativity and character education. Journal of Korean Home Economic Education, 25(2), 1-19.
  5. Choi, S. M. (2013). A different way of understanding creativity, character education. Elementary Moral Education Journal, 41, 285-314.
  6. Chung, M. K. (2012). A study on the directions of STEAM education in the clothing & textiles units of practical arts. Journal of Korean Practical Arts Education, 25(3), 217-241.
  7. Em, B. S., & Chung, M. K. (2008). Effect of creative problem-solving class of needlework unit in elementary practical arts subject on self-efficacy of elementary students. Journal of Elementary Education, 24(2), 115-137.
  8. Go, I. G. (2016). A Study on the conceptual definition of 'creative work' in practical arts education: Reconceptualization of work in practical arts education. Journal of Korean Practical Arts Education, 22(4). 1-18.
  9. Gu, H. J. (2005). 한복만들기[Making Hanbok]. Seoul: Korea Cultural Heritage Foundation.
  10. Hwang, M. S. (2014). The influence of the practice instruction in the clothing section of home economics on males high school students personality. Unpublished master's thesis, Korea National University of Education. Chungbuk, Korea.
  11. Hyun, J., Han, M. Y., & Im, S. H. (2015). Development and validation of primary and secondary school students' character test. Korean Journal of Psychology, 29(1), 83-106.
  12. Jeong, J. E. (2012). An analytical study on the trend and the meaning of researches on creativity education. Unpublished master's thesis, Ewha Womans University, Seoul, Korea.
  13. Jun, M. Y. (2002). Study of formative ceramic art that express woman's life through images of the korean traditional needlework instruments. Unpublished master's thesis, Ewha Womans University, Seoul, Korea.
  14. Jung, J. H. (2003). Study on sewing, self-therapeutic expression of femininity: Based on my works. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  15. Jung, J. Y., Cho, Y. J., & Choi, K. E. (2016). A study on the assessment and organization of content schemes for clothing and textile education area in 2015 revised practical arts education curriculum. Journal of Korean Practical Arts Education, 29(1), 249-263. https://doi.org/10.20954/jkpae.2016.03.29.1.249
  16. Jung, K. E. (2007). Study of developing the creativeness for the creative teaching method. Journal of Creativity Development, (10), 145-157.
  17. Im, S. H. (2007). Creative education, reflective approach. Journal of Korea Creative Education Institute, 9, 55-86.
  18. Kim, J. H. (2012). Domestic crafts and the aesthetic evaluation: Focusing on weaving, dyeing, and needlework. Korean Association of Feminist Philosophers, 17, 123-157 https://doi.org/10.17316/kfp.17..201205.123
  19. Kim, J. H. (2013). Amateurist aesthetics and Korean women's needlework. Institute of Asian Women, 52(2), 7-41.
  20. Kim, M. S, Choi, S. D., & Kim, K. E. (2013). Children's creative thinking process and products: Strategies and solutions of an anti-cafe problem. Journal of Thinking Development, 9(2), 99-117.
  21. Kim, S. G., & Wang, S. S. (2011). Development & the analysis of application effect of middle school HE text teaching-learning lesson plans for character education in cultivating gratitude disposition. Journal of Korean Home Economic Education, 23(2), 17-35.
  22. Kim, S. M., & Kwon, Y. S. (2016). Middle school students perceptions and needs about the experience of sewing practice class in 6th grade at elementary school. Journal of Korean Home Economic Education, 28(4), 61-77.
  23. Kim, S. M., & Kwon, Y. S. (2018). The development and application of sewing practice program for improvement of middle school students' creative problem solving ability and collaborative ability. Journal of Korean Home Economic Education, 30(3), 195-213.
  24. Kim, S. W., Choi, T. J., & Park, S. W. (2015). 교육연구방법론 [Educational research methodology]. Seoul: Hakjisa.
  25. Lee, H. S., & Lim, J. H. (2015). SPSS 18.0 manual. Seoul: Jibhyeonjae.
  26. Lee, S. H., & Lee, H. J. (2012). The effect of eco-friendly clothing teaching using future problem solving program on cultivating creative character. Journal of Korean Home Economic Education, 24(3), 143-173.
  27. Lee, T. K., & Lee, H. J. (2015). Teaching and learning creativity and character in physical education: A guideline for sportcasting. The Korean Society of Sports Science, 24(4), 1011-1029.
  28. Lee, Y. J. (2013). Development of teacher training curriculum for creativity and character in clothing & textile area. Journal of Korean Practical Arts Education, 26(4), 111-126.
  29. Lee, Y. J., & Choi, K. E. (2013). Development of the creativity and character educational program of the clothing & textiles area for creative activities. Journal of Korean Practical Arts Education, 26(1), 83-100.
  30. Lee, Y. S., Chae, J. H., Yoo, T. M., Wang, S. S., Lee, E. H., Yu, N. S., Park, M. J., Kim, S. G., Lee, G. S., Kim, Y. A., & Lee, J. Y. (2013). Development of teaching-learning plans and materials for character education in middle school home economics classes. Journal of Korean Home Economic Education, 25(3), 39-60.
  31. Lim, J. H. (2013). Study of culture and art education method that utilizes hand-swen creative: Mainly in elementary school. Unpublished master's thesis, Gwangju National University of Education, Gwangju, Korea.
  32. Ministry of Education, Science and Technology. (2011). Practical arts(technology.home economics) curriculum. Ministry of education, science and technology notice 2011-361 [Separate 10]
  33. Moon, T. J. (2017). Development of a measurement tool to assess the biological creativity for high school students. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  34. Moon, Y. N., & Choi, I. S. (2010). 창의.인성교육 활성화 방안 연구[Study on creativity.personality education]. Seoul: Korea Foundation for the Advancement of Science and Creativity.
  35. Park, C. O., Ji, S. A., Jo, H. S., Seo, D. M., & Kwak, H. J. (2010). 논리-창의 교육[Logic-creativity education]. Gyeonggido: Jungminsa.
  36. Park, M. J. (2012). The development teaching models for creativity and personality education in home economics education: Focusing on the unit 'clothing and self-expression'. Journal of Korean Home Economic Education, 24(3). 35-56.
  37. Richards, R. (1990). Everyday creativity, eminent creativity, and health: "Afterview" for CRJ issues on creativity and health. Creativity Research Journal, 3, 300-326. https://doi.org/10.1080/10400419009534363
  38. Seo, E. B., & Lee, S. S. (2013). Development of the creativity and character education program using needlework with analysis of effectiveness. Journal of Korean practical arts education, 26(2), 41-58.
  39. Seo, K. H., Choi, J. Y., Noh, S. S., Kim, S. J., Lee, J. Y. (2013). The development and validation of teacher disposition assessment instruments. Journal of Educational Studies, 44(1), 147-176.
  40. Shin, J. H., Kim, H. J., & Oh, D. H. (2013). 창의인성교육을 위한 수업 설계 전략(창의 인성 교육을 위한 교과별 수업 컨설팅)[Instructional design strategies for creativity.personality education]. Gyeonggido: Kyoyookgwahaksa.
  41. Song, H. J., & Lee, Y. J. (2013). The effects of a creativity education program with related to the clothing & textiles area on elementary school children's creativity. Journal of Korean Practical Arts Education, 26(1), 63-82.
  42. Song, S. J. (2013). (창조를 위한) 창의학 콘서트[(for creativity) Creativity concert]. Seoul: Seoul Economy Management.
  43. Yang, J. H. (2016). A study on the direction of clothing & textile units of practical arts education based on lifestyle of children. Journal of Korean Practical Arts Education, 29(1), 197-211. https://doi.org/10.20954/jkpae.2016.03.29.1.197
  44. Yang, J. S., Cho, N. S., Park, S. Y., Jang, G. H., & Eun, J. Y. (2013). A study on the development of character education through subject education. Korea Institute of Curriculum and Evaluation Research Report RRC 2013-6.
  45. Yoon, I. S., & Lee, Y. J. (2008). The effect of project approach on the academic achievement on the unit of 'hand sewing class' in elementary pracitical arts. Journal of Korean Practical Arts Education, 14(3), 49-70.

피인용 문헌

  1. 고등학생의 바느질실습 수업에 대한 인식 및 요구 분석 vol.31, pp.2, 2019, https://doi.org/10.19031/jkheea.2019.06.31.2.51