서울특별시 중학교 교과서 「디자인 이해」의 교육 내용에 대한 적합성 평가 연구

Abstract

In order to lead future generation and actively manage rapid social changes such as computerization and globalization, an ability to efficiently utilize knowledge and reinvent such information is deeply required. As a major strategy for such an innovative manpower training, the value of design education is now being recognized of its importance more than ever. Unlike foreign design educations where concentrate great interests and resources on early education of design, Korea has conducted design education within art classes without an independent design curriculum. In the reality of Korea’s education where systemic design curriculum for middle school students is absent, the development and supply of a design textbook “Understanding design” by Seoul Special City is an output of a new challenge and expansive efforts that reflect both the academic status of design and the needs of the times. The said researcher in this paper analyzed the textbook “Understanding design” and appraised its suitability of middle school design education by conducting surveys on designers in the field based on the content of this textbook. As the result of the survey, this textbook was recognized as an independent model, and its being the starting point of systemic education earned positive reviews. The result of surveys also stressed the need for more sincere and diverse reflections of contents related to learners’ actual lives. Moreover, it emphasized the importance of systemic basic design education as an assessment for the curriculum contents of “Understanding design” and diverse learning contents to develop discernment of good designs. In order to promote the textbook “Understanding Design” by Seoul Special City as a new guide and the start of Korea’s design education, this paper proposes the need for constant research development for the textbook to be recognized as a qualified studying material and to increase its practical value, and it also would like to contribute in the establishment of systemic design education and the development of educational environment.