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NTIS 바로가기韓國 家政科敎育學會誌 = Journal of Korean Home Economics Education Association, v.32 no.2, 2020년, pp.77 - 97
김은경 (한국교원대학교 대학원) , 조재순 (한국교원대학교 가정교육과)
The purpose of this study was to develop and evaluate the sustainable housing teaching-learning process plan aimed to achieve the global SDGs through home economics class in middle school that is based on the ADDIE model. The overall objective of the plan was to contribute to cultivating students' s...
핵심어 | 질문 | 논문에서 추출한 답변 |
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국제실천프로그램의 목표는 무엇인가? | 2014년 DESD를 마무리하면서 제 2차 유네스코 지속가능발전교육세계회의는 일본 교토에서 그간의 성과와 미래를 향한 지속가능발전교육의 가능성과 잠재력을 확인하고 여전히 남아있는 지구적 과제 해결을 위한 공동의 노력을 강조하면서 후속으로 지속가능발전교육 국제실천프로그램(Global Action Programme on Education for Sustainable Development[GAP], 2015~2019)을 수립했다(KNCU, 2016a). 국제실천프로그램의 목표는 지속가능발전을 향한 진보를 가속화하기 위해 모두가 지속가능발전에 필요한 지식, 기술, 가치, 태도를 배울 수 있도록 교육과 학습을 재정향하고, 모든 영역의 교육과 학습에서 지속가능발전교육을 강화하는데 있다(UNESCO, 2014). | |
지속가능발전 용어는 언제부터 회자되기 시작했는가? | ‘지속가능발전’ 용어는 1987년 세계환경개발위원회(United Nations World Commission on Environment and Development [UNWCED])가 제출한 ‘우리 공동의 미래’(Our Common Future)를 통해 회자되기 시작했다. 환경보전을 우선 고려하는 것으로 받아들여지던 초기 지속가능발전 개념은 1992년 리우선언에서 ‘Agenda 21’ 실천요강 발표 이후 ‘현재와 미래세대의 발전적 필요와 환경적 필요가 동등하게 충족되는 것’으로 (KNCU, 2007) 환경보존, 경제발전의 형평성, 사회정의 실현의 균형을 강조하는 개념으로 자리 잡게 된다. | |
지속가능발전교육을 실시함에도 한계가 존재하는데, 이를 발전시켜 나갈 수 있는 방법은 무엇인가? | 더구나 가정과교육이 실제적, 지속적으로 지속가능발전교육을 실시하고 있음에도 불구하고 ‘기후행동에 관한 학교용 지침서’(KNCU, 2017a)에 기후변화를 가르치는 12개 교과목록에도 올려있지 않은 안타까운 상황이다. 이러한 현실은 가정과가 ESD에 관한 실천적 연구(Ju, 2016; Lee, 2019)를 해야 함은 물론 지속가능발전목표(SDGs)라는 글로벌한 거시 방향에 맞춰 지향을 적극 확장할 필요성을 제기하는 것으로 보인다. |
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