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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.3, 2020년, pp.111 - 133
허영선 (광산중학교) , 김남은 (금사중학교)
The purpose of this study is to analyze the contents of global citizenship education in the 2015 revision of Home Economics textbook and examine the relevance of global citizenship education in the subject of Home Economics. To this end, the contents of global citizenship education included in the 2...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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가정과 교육에서도 세계시민교육과 관련된 내용 요소가 교육현장에서 수업을 통해 활성화되어야 할 것이라고 본 이유는? | ”할 수 있도록 하고 있다. 또한 성격에서 “자신과 가족, 지역사회, 자원, 환경과의 건강한 상호작용을 통해...(중략)...이웃 공동체, 자원과 환경으로까지 확대하여 건강하게 관계 맺는 능력과 태도를 기를 수 있도록 한다(MOE, 2015, p. 3).”로 세계시민교육에 대한 역량 강화를 간접적으로 표현하면서 교과 교육의 가치⋅태도 측면에서 목표와 관련 있는 정의, 배려, 공동체 의식, 책임 등 세계시민 교육의 요소를 내용 요소로 포함하고 있다. 따라서 가정과 교육에서도 세계시민교육과 관련된 내용 요소가 교육현장에서 수업을 통해 활성화되어야 할 것이다. | |
세계시민교육 강화를 위한 구체적인 교육정책 및 방안 등이 지속적으로 모색되고 있는 이유는? | 최근 들어 세계시민교육에 대한 중요성이 부각되면서 세계시민교육 강화를 위한 구체적인 교육정책 및 방안 등이 지속적으로 모색되고 있다. 세계시민교육이 강화된 배경에는 유엔(United Nations[UN])과 국제연합교육과학문화기구(UNESCO)의 역할이 크다고 할 수 있다(Cho, Kwak, Lee, Lee, & Seo, 2016). | |
UNESCO가 가지는 철학은? | 세계시민교육이 강화된 배경에는 유엔(United Nations[UN])과 국제연합교육과학문화기구(UNESCO)의 역할이 크다고 할 수 있다(Cho, Kwak, Lee, Lee, & Seo, 2016). 세계시민교육을 이끌고 있는 UNESCO는 창립 이래 ‘영구적 세계평화는 교육을 통해 가능하다’는 철학을 바탕으로 평화교육, 인권교육, 국제이해교육, 지속가능발전교육 등을 주제로 하는 다양한 활동을 하며 세계시민교육의 토대를 마련해 왔다(Jung, 2015). |
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