earticle

영어

The purpose of this research is to raise the necessity and practice of traditional living culture education. The data was collected from 224 mothers, and analysed by SPSS18.0 program. The key results of our research are summarized below. First, most of mothers recognize that the traditional living culture education is essential as fundamental education for life. Second, the main concern of traditional living culture education is ‘Child discipline’. ‘Korean traditional life : food, clothing, and shelter’ and ‘Traditional family ritual’ followed. The practical degree of traditional living culture education decreases from ‘Child discipline’ in order of ‘Korean traditional life’, ‘Traditional family ritual’, and ‘Seasonal customs’, which shows similar trend with concern degree, however, the practical degree is lower than concern degree. Third, the practical degree increases as the concern degree increases in ‘Korean traditional life education’, ‘Seasonal customs education’, and ‘Traditional family rite education’. The factors restricting the practice are regarded as ‘The absence of instruction recognition’, ‘The lack of national facility’, and ‘The lack of programs’, which indicates that the practical degree of mothers are more affected by external factor than internal factor. Fourth, the factors affecting to practical degree of traditional living culture education are regarded as ‘Family ritual education’, ‘Life education’ in order of degree of concern. In addition, when the religion of the parents is Buddhism or parents have less attention to educational environment, the practical degree of traditional living culture education decreases. Fifth, the results show that ‘The efforts of educational institution’, ‘National efforts’, and ‘Domestic efforts’ are required to invigorate the traditional living culture education. Among the various detailed strategies, ‘The interest of the parents’ and ‘Role model’ are regarded as the most important plan. In addition, ‘Sublation of one-time education’, ‘Improvement of teacher education’, and ‘Connected education between home and educational institution’ are chosen as practical effort.

한국어

본 연구는 가정 내에서 이루어져야 할 전통생활문화교육 필요성을 재고, 실천성을 계도 하며, 활성화방안을 찾고자 시도하였다. 2014년 8월 20일~2014년 10월 31일까지 수도 권 거주 어머니 224명에게 자료를 수집, SPSS18.0을 활용 분석하였다. 연구결과 첫째, 조사대상자들은 전통생활문화교육이 기초교육으로 필요하다고 보며, ‘자녀훈육’관심도 가 가장 높았고, ‘전통의식주생활’, ‘전통가정의례’, ‘세시풍속’ 의 순이었다. 자녀훈육 중 ‘마음가짐예절’, ‘형제친척 간 우애의 중요성’, ‘언어예절’, ‘몸가짐예절’, ‘효도의 중요성’ 에 관심이 높았고, 의식주생활문화교육에서는 ‘한식특징과 장점’, ‘한식 만들기’, ‘한국음 식예법’ 등에 관심이 높았다. 실천도는 ‘자녀훈육’이 가장 높았고, ‘전통의식주생활’, ‘전 통가정의례’, ‘우리나라 세시풍속’ 순으로 관심도와 유사했으나, 관심도에 비해서는 상대 적으로 낮았다. 둘째, 관심도 중 ‘의식주생활교육’ ‘세시풍속교육’, ‘가정의례교육’ 관심이 높을수록 실천도도 높아졌다. 셋째, 실천제약 요인은 ‘지도인재부재’, ‘지자체, 국가시설 부족’, ‘프로그램 부족’ 등, 외부 요인에 의한 것으로 인식하였다. 넷째, 전통생활문화교육 실천도에 미치는 영향 요인은 가정의례교육관심도>의식주교육관심도>불교인 경우>교육 환경에서의 등한시 순으로 나타났다. 다섯째, 전통생활문화교육 활성화 방안은 ‘교육기 관’, ‘지자체 및 국가’, ‘가정’노력, 세부안은 ‘부모관심과 모범’, ‘1회성 교육지양’, ‘교사교 육 강화’, ‘가정과 교육기관 연계지도’로 나타났다.