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소비자 교육프로그램의 체계화에 관한 연구

Title
소비자 교육프로그램의 체계화에 관한 연구
Other Titles
On Systematizing the Educational Programs for Consumers : With Special Attention to the Contents of Education
Authors
박재선
Issue Date
1985
Department/Major
대학원 가정관리학과
Keywords
소비자교육프로그램소비자교육교육내용
Publisher
이화여자대학교 대학원
Degree
Master
Abstract
본 연구는 소비자교육프로그램의 교육내용을 살펴 소비자교육프로그램 교육내용에 관한 가설적 모형을 설정하고, 현재 소비자단체에서 실시하고 있는 소비자교육프로그램 교육내용을 생활가치적 측면에서 분석하여, 체계적인 소비자교육프로그램과 교재개발을 위한 기초자료를 얻는데 그 목적이 있다. 이를 위한 연구방법으로는 문헌연구와 사례연구를 통한 실증적 분석을 병용하였다. 소비자교육은 인간의 기본적인 권리, 생활을 둘러싼 교육이므로 광범위한 영역을 지니며 학자에 따라 다소 다르게 영역분류를 하고는 있으나 본 연구에서는 프로그램 내용영역을 크게 3분류하였다. 이들 3개 영역에서 15개의 과제를 선별하고, 다시 60개의 주요 내용으로 분류하였으며, 영역분류를 두 개의 차원 즉 가정·학교·사회에서의 경험과 조사과정, 가치판단과정, 의사결정과정, 행동과정, 행동평가과정의 과정별 단계와 연결시켜 3차원적 모형을 설정하였다. 이와 같은 가설적인 모형의 내용체계를 토대로 만든 분석기준을 통해 실제 우리나라 소비자단체의 소비자교육프로그램의 내용을 주제별로 분류해 본 결과, 1. 영역별 주제의 비중은 ① 컨슈머리즘 영역, ② 사회적 영역, ③ 가정생활 영역의 순이었다. 2. 연도별 변화 양상은 사회적 영역의 비중은 증가하고 있는 반면에 가정생활영역의 비중은 거의 변화가 없었다. 3. 소비자 교육의 중요 내용 중, 컨슈머리즘 영역의 경우 소비자 가치관 소비자 원조·의사결정·소비자 옹호·기업의 규제·사회보장이, 사회적 영역의 경우 서어비스의 선택과 구입·식량문제가, 가정생활영역의 경우 시간관리·자원대체·가족주기 등이 최근 3년동안 전혀 다루어지지 않았다. 이러한 연구 결과를 통해 얻은 결론은 다음과 같다. 첫째, 우리나라 소비자교육프로그램의 내용은 가정환경, 가족생활, 그리고 소비자 의사결정의 질을 개선하기에는 불충분하다. 둘째, 소비자교육의 내용이 사회적·경제적 변화에 부응하지 못하고 있다. 세째, 우리나라 소비자교육프로그램의 내용은 이론에 중점을 두고 있다. 그러나 소비자 교육을 내재화, 생활화하기 위해서는 학습자 중심이며 실생활 문제중심으로 이루어져야 한다. 네째, 소비자교육프로그램의 유용성을 높이기 위해서는 본 연구자가 제시한 바와 같은 체계화한 소비자교육프로그램 교육내용의 모형을 고려해야 한다. 즉 소비자교육내용은 내용영역을 고려하고, 가정·학교·지역사회와의 긴밀한 상호관련성을 고려하여, 자립인간능력의 개발이라는 소비자교육의 궁극 목적에 입각한, 과정별 교육이 되어야 한다.;The purpose of the present paper is to review the contents of the Consumer Education Programs, is to establish a hypothetical model regarding the contents of the Consumer Education Programs, and is also to analyze the contents of the Consumer Education Programs seen from the various angles of the value of our home life. For this, I have researched literatures and also have conducted a case study together with an analysis bearing the actual evidence. The consumer education is an overall education of the circumstances surrounding inalienable basic human rights and daily lives, the scope it has to deal with is very broad and the way scholars of this field classify is different from one another. However, I classified the domain of the contents of the program roughly into three parts. Within these three parts of the contents. I could find tasks consisting of 15 separate subjects that have to be dealt with, and again I subdivided them into 60 major items. What matters in this domain was classified into two divisions. That is, experiences gotten from home, school, and society, and the levels of each process that covers investigation process, value judging process, decision making process, behavior process, and behavior evaluation process. By incorporating these two divisions into the subject that I am arguing for, I established a three-division-model. With the help of the contents system that was done by the hypothetical model I already discussed, I could classify the Education Programs of the body of the Korean consumers. And what I have gotten from the classification were as follows: 1. The ordering of the topics of each subject that attracted importance was (1) the domain of consumerism (2) the societal domain (3) the domain of family life. In the case of the domain of consumerism, consumerism and the treatment of discontent, and consumer information were emphasized. And if we take a careful look at the societal domain, we never fail to see that environmental pollution, quality of goods, marking prices, and choosing and buying merchandise were stressed. In the case of the domain of family life, foods, purchasing housing, and education were conspicuous. 2. While the importance of the societal domain were increasing every year, no particular changes in the domain of family life have occurred. 3. It has been found that, among the contents of the consumer education, especially in the case of consumerism, consumers' view of value, consumer support, decision making, industrial company restriction, and social security have never been dealt with. In the case of the societal domain, problems such as choosing and buying service and foods haven't discussed, either. And in the case of the domain of family life, matters such as time management, family cycle, etc. have never been discussed to date for three years. From what I have studied regarding the results of the research, conclusions that can be derived are as follows: First, the contents of the consumer education programs of Korea are not sufficient to improve the quality of the environments of our houses, family life, and decision making. Secondly, the contents of the consumer education do not meet the societal and economic changes. Third, since the contents of the consumer program of Korea emphasize the theory-oriented discussion, they are not suitable to educate the consumers who are really in need of consumer education. Thus, in order to enhance the values of the contents of consumer education, some topics of the consumer education should be decided within the contents model of the consumer education which is a hypothetical one that was proposed by the writer of the presen paper. When we decide the topics, we should bear in mind that we have to extract out major contents considering the domain of the contents under question, and also have to match these things with experiences gotten from family, school, local communities. Fur-theremore, in this case, we should not forget our ultimate goal stressing the development of self-supporting human ability according to its own processes.
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