傳統生活文化敎育에 대한 關心度와 實踐度에 관한 硏究 - 수도권 지역 거주 어머니를 중심으로 -

Abstract

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.