디자인의 사회적 역할에 대한 중학교 디자인교육 내용 연구

The purpose of this study is to analyze the social role of design and the design contents in middle school, and to come up with recommendations regarding these. Design is included in the Fine Arts curriculum in middle school, and its contents consist of aesthetic experiences, expressions, and admiration in accordance with the seventh curriculum guidelines. In the field of aesthetic experience and admiration, however, no design-related contents are included, and in general, it is difficult to find contents for understanding and evaluating the social value of design. It is true that the role of design is not properly communicated as design education focuses on expression activities targeting creativity. In the Curriculum Guidelines for Fine Arts (2007), the central direction of education has been set by focusing on application in middle school and on value in high school. For design, however, its purpose and value have been set according to the social and economic circumstances, so it is necessary to understand the needs of the times from the early stage of the curriculum, in middle school. So that social problems could be identified and addressed, the course that would allow this must itself be meaningful from the point of view of the users, and the course has a tremendous educational influence on the students. The social purpose of design education is to cultivate the students’ critical thinking skills by helping them develop an interest in the cultural value, environment, and life of the world where they live. Education is expected to consider the future via design educational contents planned for an ecosystem where nature and humans coexist, including the alienated classes.