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영어

The purpose of this study was to develop practical arts curriculum design model and unit based on the Paul H. Hirst's theory for education as initiation into social practices. The methods of this study were literature review and evaluation of practical arts experts.
Results of the study were as follows:
① The development of curriculum design concept model was based on the theory of social practice. ② Philosophical assumptions of practical arts curriculum were practical knowledge, cornmunitarian society, active learner and constructivist learning theory. ③ Practical arts was defined as "a general education program that helps student develop an understanding, competence and attitude in home/family and consumer science, agriculture/agricultural science and technology/technology studies."
④ The characteristics of practical arts were re-conceptualized as "practical knowledge subject, social context subject and practical problem solving subject." ⑤ The purposes of practical arts were re-conceptualized as "understanding the academic knowledge, developing the intellectual process skill, developing the basic skill, developing the individual career, and developing the society/citizen literacy. ⑥ The structure of curriculum contents were constructed three dimension of content knowledge domain, core concept domain in social practice, and process skill domain. ⑦ The content knowledges of practical arts are home/family and consumer science, agriculhure/agricultural science and technology/technology studies. ⑧ The core concepts of social practice are artifacts and system, work and vocation, culture and citizenship. ⑨ The process skills of practical arts are practical problem solving and creative problem solving. ⑩ The unit design models of practical arts are content knowledge-centered design, core concept-centered design in social practice, and process skill-centered design. ⑪ The themes of unit are "forest and our life" and "energy and transportation technology"