신교육목표분류학의 틀에서 본 구강보건교육학 목표 분석

This study examined in what category that the knowledge dimension and the cognitive processes dimension are described based on ``A revision o Bloom``s taxonomy of educational objectives`` in oral health education textbooks. Oral health education and practice from Educational Objectives of Dental Hygiene Department(Korea dental hygienist Prof Council, 2009) were selected to analyze a textbook, the body contents was analyzed in the knowledge dimension, and the activity was analyzed in cognitive processes dimension. Three experts were selected as a corder for reliable analysis. As a result of this study, the knowledge dimension in oral health education textbook was focused on the categories of factual knowledge and conceptual knowledge in textbook analysis based on ``A revision of Bloom``s taxonomy of educational objectives``, and the category dimension of ``understand`` showed to be the most for the cognitive processes dimension. Moreover, there was no ``meta cognitive knowledge`` that conforms to a higher-order thinking and the category dimensions of ``analyze``, ``evaluate``, and ``create`` took very low proportion or did not exist. Conclusion, Oral health education textbooks were analyzed to fragmentary and Memorizing the level knowledge. Thus we have to develop oral health education textbooks reflected a variety of cognitive and knowledge dimension.