베트남, 태국, 말레이시아의 초등 의생활 교육 내용 분석

Abstract

The research aims to provide a basic understanding for multicultural education focusing on clothing life, analyzing textbook contents in the life in terms of country level, class level, and clothing area level in Vietnam, in Thailand and in Malaysia. Main results from this research are as follows;First of all, Vietnam dominates the other two countries in the number of pages, external system and extensive contents of textbook, in spite of little difference in their simple structure and in sequence comprising of entry, development, and summary. Second, Vietnam covers clean clothing for 1st grades, sewing practice for 4th & 5th grades, and all the area for 6th grades so as to deal with functions and uses of clothing 2nd, 3rd & 5th grades as well as caring and management of clothing, washing and ironing repeatedly through years and to teach sewing practice to th 6th grade, focusing on real practice in Thailand. On the other hand, Malaysia provides such three courses including clothing life as 'living ability' for sewing and clothing purchasing, 'common people education' for self management, decent clothing for situations and traditional clothing and cultural clothing in variety, and 'moral education' for timely and situational wearing and multicultural clothing. Third, educational specification or topic differs among countries in that how to wear is generally accepted in all the three countries but Vietnam focuses on clothing construction, Thailand on clothing management, and Malaysia on clothing culture, respectively. The above analysis shows that the three countries appear to stay behind Korea in external system and contents, especially in generating motivation and in providing a variety of education tools and evaluation method, which reveals significant room for Korea to support those countries in education sector. Korea, on the other hand, may have to learn not only clothing practical elements in clothing education such as clothing management but also the ability to put on the meaning of individual clothing activities from them. The results may contribute a lot to development of multicultural education via clothing life education and educational content creation.