이 연구는 제1차 교육과정으로부터 제7차 교육과정에 이르기까지 초등학교 실과 교과에 반영된 식물교육 관련 내용을 분석하는데 그 목적이 있으며, 이를 위해 ① 식물교육 영역에 따라 실과 교과서의 내용 분석, ② 초등학교 실과 교과서에 나타난 식물의 종류 분석, ③ 추후 실과 교과서 내용 개정에 필요한 시사점 도출을 주요 연구내용으로 수행하였다.식물교육 내용 분석 틀에 의한 분석 결과, 식물교육 관련 내용은 그 비중이 점점 작아져 제 7차 교육과정에서는 매우 낮은 비율을 차지하고 있었다. 이는 농업관련 내용의 비중이 매우 적은 것에 기인하는 바가 큰 것으로 나타났다. 제7차 교육과정에서는 관련 소단원이 꽃가꾸기, 채소가꾸기, 나무가꾸기, 실내꾸미기의 4개에 그치고 있어 그 내용이 다른 교육과정에 비해 매우 부족하였으며, 일부 교육이 필요한 내용이 포함되지 못하고 있는 것으로 보인다. 또한, 식물교육 영역의 내용이나 식물의 종류가 교육과정기별로 편차가 매우 심한 것으로 나타나고 있었다.이를 개선하기 위하여 식물교육 내용 체계화, 학교급별 식물교육 수준에 대한 연구, 모든 학년에 일부라도 식물교육의 내용 포함, 실과(기술가정) 교과서 집필 과정에서 다양한 전문가의 참여와 협력 등의 제언을 하였다.

The purpose of this study is to analyze the contents of plants education in practical arts textbook of elementary school in Korea. To achieve the purpose of this study, collecting from 1st curriculum to 7th curriculum, developing contents analysis framework and analyzing the contents of plants education in practical arts education of elementary school. The results of this study were as follows: First, number of agriculture related content units were 151(29.3%) totally in practical arts textbooks that from 1st curriculum to 7th curriculum. But, in 7th curriculum, that ratio was only 18.2%. In 7th curriculum, plants-related contents were only four unit that raising flowers, raising vegetables, raising trees, and indoor decoration. So, contents of 7th curriculum were very not enough to achieve the goal of plants education. Second, plants education related contents in 7th practical arts textbook were very insufficient. So, plants education could not be achievable of the goal in present curriculum. Third, variation of contents and species was very large in plants education as curriculum period. To improve these problems, the recommendations that systemization of plants education contents, research of plants education level according to school level, include plants education in every grade, participation and collaboration of various experts in writing practical arts education textbook were suggested.

The purpose of this study is to analyze the contents of plants education in practical arts textbook of elementary school in Korea. To achieve the purpose of this study, collecting from 1st curriculum to 7th curriculum, developing contents analysis framework and analyzing the contents of plants education in practical arts education of elementary school. The results of this study were as follows: First, number of agriculture related content units were 151(29.3%) totally in practical arts textbooks that from 1st curriculum to 7th curriculum. But, in 7th curriculum, that ratio was only 18.2%. In 7th curriculum, plants-related contents were only four unit that raising flowers, raising vegetables, raising trees, and indoor decoration. So, contents of 7th curriculum were very not enough to achieve the goal of plants education. Second, plants education related contents in 7th practical arts textbook were very insufficient. So, plants education could not be achievable of the goal in present curriculum. Third, variation of contents and species was very large in plants education as curriculum period. To improve these problems, the recommendations that systemization of plants education contents, research of plants education level according to school level, include plants education in every grade, participation and collaboration of various experts in writing practical arts education textbook were suggested.

elementary school, practical arts education, plants education, contents analysis