자율성의 교육적 가치와 신장 방안

이향림 경상국립대학교 대학원 2025 국내박사

Autonomy of the Central American System : A comparative study between the autonomy levels of the organizations of the Central American Integration System

카르멘 서울대학교 대학원 2024 국내석사

Autonomy of the Central American Integration System A comparative study between the autonomy levels of the organizations of the Central American Integration System Carmen Elena Padilla Soto Global Public Administration Major Graduate School of Public Administration Seoul National University This study tries to answer the question of what constrains the level of autonomy of an International Organization. Rational choice theory states that when states join or found an international organization, they shape them according to their preferred goals, and in base with their interest, assuming that states are rational agents trying to best achieve their aim and reducing the costs associated with it (Snidal, 2016). As part of the Inter American and Pan American tradition, Latin America has multiple regional organizations seeking to strengthen regional collaboration and cooperation and supporting countries in the development of the continent. In the case of Central America, in 1991 the Central American Integration Systems encompasses over 50 regional organizations, working together under the mandate of the Presidents Meeting of Central America, but maintaining a degree of independence and autonomy. Despite all institutions being part of the same system, each of them has their own institutional design, allowing to some more authority than others. Therefore, this study uses the Central American Integration System as a case study to inquire why states allow more autonomy of will to certain institutions and not all. To answer the research question, the study follows previous literature regarding states delegation, autonomy, and IO authority, proposing that the autonomy is conditioned to the type of regime (democracy level) of its member states, to the extent of states preferentiality, measured by the UN Voting Data base, and the pooling of the state’s decisions and representations within the IOs. 본 연구는 ‘무엇이 국제기구의 자율성을 제약하는가’ 라는 질문에 답하려고 합니다. 합리적 선택 이론에 따르면, 국가가 국제기구에 가입하거나 그것을 설립할 때 국가의 우선 목표와 상호 이익에 따라 국제기구를 구성하며, 국가는 목표를 달성하려고 하며 관련된 비용을 줄이기 위해 노력하는 합리적인 행위자라고 가정합니다(Snidal, 2016). 미주 및 범미 전통의 일부로서 라틴 아메리카에는 대륙의 발전을 위해 국가를 지원하거나, 지역적 협력과 교류를 강화하기 위해 노력하 는여러 지역 기구들이 있습니다. 중앙아메리카의 경우, 1991 년부터 중미통합기구가 50 개이상의 지역 조직을 포괄하는 기구로 기능하지만, 어느 정도의 독립성과 자율성을 유지하고 있습니다. 모든 기관이 동일한 시스템의 일부임에도 불구하고 각 기관은 고유의 조직 및 제도 구성을 갖고 있어 다른 기구보다 더 많은 자율성을 허용합니다. 따라서 이 연구는 중미 통합 시스템의 사례를 바탕으로 국가가 모두가 아닌 특정 기관에 더 많은 자율성을 허용하는 지 질문합니다. 질문에 답하기 위해 이 연구는 국가 위임, 자율성, 국제기구 권한에 관해 기존 문헌을 따르며, 자율성이각 회원국의정권유형(민주주의수준), UN 투표 데이터베이스에 의해 측정된 국가 우선 순위 범위, 국제기구 내에서 국가의 결정 총합과 대의권에 따라 조건화된다고 제안합니다. 연구 결과는다음과같습니다. 첫째, 선호이질성은국제기구의자율성에 부정적인 영향을 미칩니다. 즉, 국가 선호가 분산되어 있으면 조직의 자율성이 감소한다는 의미입니다. 둘째, 의사결정 규칙이 국제기구의 자율성에 큰 영향을 미치며, 만장일치나 합의에 의해 결정이 내려지면 국제 기구의자율성은낮은수준으로나타납니다. 셋째, 중미의 맥락에서 가장 자율적인 조직은 경제통합, 환경과 관련된 조직인 반면, 정치부문과 안보와 관련된 조직은 가장 많은 감시와 국가개입을 받는 조직인 것으로 나타났습니다.

Four Korean Adult Learners' ESL Learning Beliefs and Learner Autonomy

오마리아 State University of New York at Buffalo 2002 해외박사

Learner autonomy, or learners' taking responsibility to direct their learning has recently become a key concept along with learner beliefs in language education. However, few studies have been reported on how ESL learners' autonomy and their learning beliefs interact while one-to-one learner consultation (one of learner autonomy approaches) is applied. To fill the gap in former studies, the current action research study was designed to investigate how four Korean adult learners' ESL learning beliefs and their autonomy interacted. In the study, the informants were assisted by a consultant-researcher biweekly for one 20-week semester regarding their self-claimed learning actions and problems. During the previous semester, an informal ethnographic interview study was conducted with the same four informants as a pilot study, wherein the researcher did not play a consultant role. A research site was a free-of-charge ESL class at a community education center in Western New York. Five data-gathering sources were utilized in this qualitative case study: semi-structured interviews; class observations; open consultations; researcher's reflective journal; and email correspondence. One foremost finding is the productive or less-productive interaction between learner beliefs and learner autonomy. The first two informants' ESL learning beliefs centered on learner control and supported their autonomous learning actions while creating and reshaping learning actions. Whereas, the other two informants' beliefs focused one on becoming "a perfect English speaker" and the other on the "unavoidable" burden of English learning, their beliefs distracted their conscious involvement to reshape their initially established learning actions. Another finding is that the informants' ESL learning beliefs influenced their degrees of openness to utilize a new learning mode (one-to-one consultation). The last finding is that whereas three informants clearly developed their autonomy, one informant's initially low autonomy was promoted at an extremely slow pace in this study. This study brings several implications to learner autonomy theory and practice: learners' out-of-class learning is significantly important; a thorough individual investigation on initial learner beliefs is essential to foster autonomy; and the slow autonomy transformation undertaken in this yearlong study cautions that learner autonomy approaches need to be applied for long, preferably longer than one school year.

학교자치시대에 요구되는 학교장의 직무역량 분석

김혜란 전북대학교 일반대학원 2023 국내박사

In this study, the job and job competency of the principal required in the age of school autonomy were analyzed. In order to overcome the limitations of function-oriented competency analysis for the principal’s job, competencies were classified including structural competencies for various member organizations and cultural competencies for improving school culture. In addition, 52 indicators according to the competency were developed to examine and analyze the level of the principal's school autonomy competency. The research questions are as follows: First, what is the principal's job required in the age of school autonomy? Second, what is the job competency of the principal required in the age of school autonomy? Third, what is the level of job competency of school principals in the age of school autonomy? • Does the principal's perception of the current level of performance competency differ according to the background variable? • What is the correlation between the principal's current performance competencies? • What is the difference between the principal's current performance competency level and the future required competency level? In the age of school autonomy, the principal’s job competency was divided into ‘functional-level competency group’, ‘structural-level competency group’ and ‘cultural-level competency group’. The ‘functional-level competency group’ consists of five competencies, including “education activity operation”, “student life management", “personnel management", “budget management" and “facility management," and has 22 sub-action indicators. The ‘structural-level competency group’ includes decision-making structures at various levels, including school organization level and educational administration level, consisting of 6 competencies such as “student autonomy", “parent participation", “teacher autonomy", “community relations", “educational administration relationship", and “school operation committee management" and has 21 sub-action indicators. The ‘cultural-level competency group’ is related to school culture such as community consciousness and principal’s leadership, consisting of 3 competencies such as “vision sharing", “autonomy and responsibility" and “communication and cooperation," and has 9 sub-action indicators. A survey was conducted to analyze the level of job competency of principals in the age of school autonomy using the competencies and behavioral indicators developed in this study and 264 elementary, middle, and high school principals (34.3%) in Jeollabuk-do responded to the survey. The results of the survey are as follows. First, as a result of analyzing the difference in recognition of competency by background variable based on the current degree of performance, 41 indicators of school-level variables, 28 indicators of school establishment type variables, 18 indicators of innovative school operation variables, and 6 indicators of school principal's career variable were statistically significant. Second, as a result of analyzing the correlation between 14 competencies based on the current degree of performance, the correlation coefficient between “personnel management” and “student autonomy” competencies was lower than 0.4, and all other competencies were ‘correlated’ with a correlation coefficient of 0.4 or higher. In particular, as a result of comparing competencies with a correlation coefficient of 0.6 or more, the competency of “teacher autonomy” was ‘highly correlated’ with 7 competencies, especially “vision sharing”, “autonomy and responsibility” and “communication and cooperation” with correlation coefficient 0.7 or higher. Third, as a result of analyzing the current performance level and the future need level, most indicators recognized the future need level higher than the current performance level. In addition, the current performance average and future necessity average of the ‘structural-level competency group’ were the lowest among the three competency groups, and the current level of performance and future level of necessity average’s difference by competency group was also the highest. If you look at the results of the priority of education needs from 1st to 10th, 2 indicators of the ‘functional-level competency group’ and 8 indicators of the ‘structural-level competency group’ were included. If education needs are listed from the high ranking to the fifth place, they are indicators of the ‘structural-level competency group’ and the result was much higher than the priority of education needs of other competency groups. In the graph showing the average of the current level of performance and future level of necessity in quadrants, 14 indicators of ‘structural-level competency group’ and 7 indicators of ‘functional-level competency groups’ were recognized as low current level of performance and low future level of necessity, indicators requiring long-term measures.

유치원 교사의 자율성 인식에 관한 연구

최두례 전북대학교 교육대학원 2018 국내석사

This study has investigated that how the autonomy of kindergarten teacher is guaranteed under organizational culture of kindergarten climate and institution operation as well as the teachers’ autonomy recognized by themselves. The study conducted a depth interview targeting 10 kindergarten teachers to investigate the meaning of teacher autonomy that teachers realize in the education field and analyzed improvement plan for securing their autonomy to establish a foundation which could apply the autonomy of teachers to the education field. The study problem to achieve study purpose is as follows. First, what is the meaning and necessity of kindergarten teachers’ autonomy recognized by themselves? Second, what is the characteristic of teacher autonomy in the institution operation such as kindergarten organization culture and characteristic? Third, what is the feature of teacher autonomy in the education and curriculum of kindergarten? Fourth, what is necessary condition to secure and improve kindergarten teachers’ autonomy? As a study method to solve above study problem, this study conducted a depth interview targeting 10 kindergarten teachers working for public and private kindergarten located in Jeonju-si, Jeollabuk-do and 5 teachers from public kindergarten and 5 teachers from private kindergarten by institution type had been participants in the study to analyze teacher autonomy. The study results are as follows. First, teachers recognized their autonomy subjectivity. They thought the meaning of autonomy is that a teacher could spread its thought in the class without disturbance from institution managers or parents of children and operate it based on the self-determination and leadership of task. Second, it needs urgent review about fundamental understanding and value of teacher autonomy. The teachers has recognized that their autonomy is very important and necessary to teach children and emphasized their difficulty of education activities because their autonomy is not guaranteed smoothly in the education field. Third, the teacher autonomy showed different difference in institute types for operation of kindergarten and the teachers who are not guaranteed the autonomy are under work stress. Fourth, it is a recognition that the teacher autonomy is the largest necessary part in education and curriculum of kindergarten but it is hard to demonstrate. Both private and public had planned their education activities based on the Nuri program. It means that there is a limitation to select educational contents and shows inconvenience that teachers only teach children with given contents. Fifth, guarantee of teacher autonomy is closely connected with a leadership of kindergarten director. Teachers has considered that it is important to be recognized and be respected by kindergarten director who is operating and leading kindergarten for guarantee of teacher autonomy. Sixth, professionalism and responsibility is necessary conditions to guarantee teacher autonomy. According to the result, teachers thought that they have to have professionalism and responsibility to secure their autonomy. The study conclusion based on the study results is as follows. First, the autonomy of teacher is important and necessary element for teachers who lead educational activities. Teachers should consider of children’s developmental feature and interesting as well as operating class initiatively. Teachers should implement the education for children containing own educational philosophy through creative and flexible learning activities without outside interference such as managers or parents of children. Second, the autonomy of teacher should be guaranteed in the kindergarten operation, education, and curriculum. There is significant difference in teacher autonomy by institute type. To guarantee the autonomy of teacher, participation rate of teacher might be high and working environment should be improved. Third, professionalism and responsibility as a teacher should be improved to guarantee the autonomy of teacher. Teachers’ active volition and effort to need responsibility is important to improve professionalism for demonstration of teachers’ autonomy. In addition, teachers should have responsibility and effort to deliver high-quality teaching by showing their flexibility and discretionary power.

코치 중심의 심리적 욕구지지 연수프로그램이 코칭행동과 선수들의 수행동기에 미치는 효과

김성은 고려대학교 대학원 2014 국내석사

The present study, grounded in self-determination theory (Deci & Ryan, 1985, 2000; Ryan& Deci, 2002), had a two-fold purpose: 1) to examine the effects of an autonomy support instructional program (ASIP) on motivating styles of coach and 2) to document athletes' benefits of having their autonomy being supported by coach during training. Coaches were randomly assigned into one of two groups-an intervention group or no intervention group. Coaches in eleven schools were received ASIP in three weeks or sessions and coaches in another eleven schools were received no training programs over the course of a semester. To assess the effectiveness of the manipulation, independent t-tests comparing the two groups on 4 aspects of coaches' autonomy support. To assess the athletes' benefits from the coaching training, repeated measures were conducted to test for group differences (two groups) x time (three times) on the dependent variables of motivating styles, need satisfaction for autonomy, need thwarting for autonomy, athletic engagement, and athletic achievement. Results demonstrated that coaches who received ASIP taught their athletes in more autonomy-supportive ways than coaches who did not receive the training program. Specifically, there were significant differences between groups-1) using informational language, 2) providing explanatory rationales, and 3) acknowledging negative feelings and thoughts. Moreover, the ASIP coaches also used greater autonomy support and lesser controlling toward their athletes. Specifically, their motivating style increased in autonomy-support and decreased in control over the semester. On the contrary, the no ASIP coaches' autonomy support remained unchanged and their controlling motivating style decreased over time. For need satisfaction for autonomy, there were statistically significant differences between groups. Athletes in the ASIP group showed greater autonomous motivation than did athletes in the no ASIP group. For need thwarting for autonomy, there were statistically significant differences between groups. Athletes in the ASIP group unchanged autonomous motivation while athletes in the ASIP group increased over time. For athletic achievement, there were statistically significant differences between groups. Athletes in the ASIP group showed greater autonomous motivation than did athletes in the no ASIP group, who unchanged over time. For athletic engagement, there were statistically significant differences between groups. Athletes in the ASIP group showed greater autonomous motivation than did athletes in the no ASIP group, who unchanged over time. Specifically, athletes of coaches in ASIP statistically increased their achievement across the semester, while athletes of coaches in no ASIP maintained stable achievement scores over time. Overall, the autonomy support coaching program helped Korean coaches' support for their athletes' autonomy. Furthermore, the athletes of the coaches who participated in the ASIP displayed noticeably more positive academic benefits. Potential implications and recommendation for further intervention study and future directions are discussed. 본 연구의 목적은 자기결정이론에 근거하여 심리욕구지지프로그램을 검증하는 것이다. 이에 코치의 심리적 욕구지지 프로그램이, 코치행동에 미치는 영향을 살펴보고 코칭행동에 따른 선수들의 자율성 욕구만족 및 좌절 운동성취, 운동만족에 미치는 효과를 살펴보는 것이다. 1) 심리적 욕구지지 연수프로그램에 참여한 코치와 참여하지 않은 코치의 상관관계를 살펴보고, 2) 코치의 욕구지지 연수프로그램에 참여한 선수의 선수들은 참여하지 않은 코치의 선수들과 자기결정성동기 간의 관계를 검증하는데 있다. 구체적으로 심리적 욕구지지방식 내 코치의 선수들의 심리적 욕구만족의 구성 요소인 자율성 욕구만족·욕구좌절, 운동성취, 운동참여에 미치는 영향력을 알아보는 것이다. 전국 유소년 스포츠에 참여하고 있는 25개 팀의 코치를 무선 할당하여 중도 포기한 학교를 제외하고 중재집단 11학교와 통제집단 11학교로 나누어 무선배치 되었으며. 중재 집단 내 지도자들은 ASIP 워크숍을 월1회씩 총 3회에 걸쳐 참여하였다. 선수들의 훈련이 실시되는 4개월간 교수장면에 대한 전문가의 관찰(Rater's Observation)과 코치의 지도행동에 대한 선수들의 인식조사가 실시되었고, 그 효과를 검증하기 위해 통계기법으로는 반복측정 이원분석법을 적용하고 집단 내-간의 차이와 상호작용 효과를 검증을 실시하였다. 그 결과 중재집단의 코치는 더욱더 선수들의 자율성을 지지하고 있으며 학습된 자율성 지지 코칭방식은 시간이 흐름에 따라 유지되고 있다. 반면 통제집단의 코치는 시즌 초반과 후반에도 자율성 지지에 대한 변화가 없다. 통제적 코칭 방식에 대한 상호작용의 효과를 보면 통제적 방식에 대한 학생들의 인식에서 유의한 차이가 있다. 즉, 중재집단의 코치는 덜 통제적으로 코칭을 하고 있으며 시간 흐름에 따라 변화가 없는 것으로 나타났다. 반면, 통제집단의 코치는 시즌 초와 비교하여 변화가 없었으나 전체적으로 시간의 흐름에 따라 덜 통제적으로 변화하는 것으로 나타났다. 코치중심의 욕구지지 연수 프로그램의 효과에 따른 선수들의 동기의 변화에서 첫째, 자율성 욕구만족에 대한 시간흐름에 따른 두 집단 간의 주 효과는 상호작용에서 유의한 차이를 보였다. 하지만 시기에 대한 주 효과는 유의성이 없다. 둘째, 자율성 욕구좌절에 대한 시간흐름에 따른 두 집단의 주 효과는 유의한 차이를 보이지만 상호작용에 대해 유의한 차이가 없었다. 또한 시기에 대한 주 효과도 유의성이 없다. 셋째, 운동성취도에 대한 집단 간의 주 효과는 유의하나 상호작용은 유의한 차이가 없는 것으로 나타났다. 넷째, 운동참여의 대한 두 집단 간의 주 효과의 차이는 유의하나, 상호작용은 유의한 차이가 없는 것으로 나타났다. 결론적으로 욕구지지 연수 프로그램의 참여한 코치의 코칭행동은 시간이 지날수록 유지되며, 선수가 느끼는 자율성 욕구만족을 시켰으며, 욕구좌절을 낮추고, 운동성취와 운동만족에도 긍정적인 영향을 미쳤다. 반면, 프로그램에 참여하지 않는 코치는 욕구지지 코칭행동에 참여하지 않을뿐더러 선수내적 자원을 더욱 발전시키지 못하고 선수가 느끼는 자율성욕구만족보다는 자율성욕구좌절에 영향을 미치며 운동성취와 운동만족에는 부정적인 영향을 미치는 것으로 나타났다. 위의 연구결과를 바탕으로 논의가 이루어 졌으며, 스포츠 현장과 연구를 위해 다음과 같은 제언이 이루어졌다. 1) 연구의 대상이 유소년선수로 한정되어 있기 때문에 후속연구에서는 운동경력이 오래된 또는 직업군이 운동선수인 성인 선수들을 대상으로 차이를 분석하여 구체적인 관계 규명이나 차이를 살펴볼 필요가 있다. 2) 선수들로 극한 되어있는 연구를 후속연구에서는 지도자의 심리적 욕구지지 연수프로그램을 통한 심리만족, 업무만족, 삶의 질의 변화에 대한 구체적인 관계규명이나 차이를 살펴볼 필요가 있다. 3) 종단연구 후 심리적 욕구지지 프로그램의 효과와 지속성에 대한 분석이 필요하다. 또한 적용의 효과에 대해 양적인 연구와 함께 질적인 연구가 필요하다.

중국 촌민자치 제도의 변화과정에 관한 연구

슈즈챠오 전북대학교 대학원 2024 국내석사

Since the inception of the Chinese village autonomy system in 1982, it has a history of more than 40 years. Presently, the development of rural governance in China faces two major challenges. The first is to choose a path to modernize rural administration, particularly how to reconcile the relationship between state-run administrative systems and the autonomy system and how to improve the relationship between different entities managing rural areas. Secondly, the effective implementation of rural management methods with rural autonomy being an important aspect that cannot be overlooked, regardless of the specific issues raised by rural management. However, the current research within the Chinese academic community on village autonomy is seriously lacking in the analysis from an organizational development perspective. By examining the development process of village autonomy from the perspective of organizational development since 1982, not only can the overall research perspective deficiencies be addressed, but it can also contribute to the construction of the rural governance system. This study takes a new institutionalist perspective and draws on sociological institutional theory to investigate the evolution of the Chinese village autonomy system. This involves examining institutional changes during different periods, identifying the characteristics and issues of the village autonomy system, and discussing the development direction of the village autonomy system. The Chinese village autonomy system can be roughly divided into four periods: The First Period of Institutional Establishment (1982-1997): Preliminary Exploration of village autonomy System. The Second Period of Institutional Construction (1998-2005): Legalization in Autonomy and Establishment of the 'Township Government—village autonomy' System. The Third Period of Institutional Deepening (2006-2016): Increased Organizational and Institutional Levels, Establishment of the "Rural Governance" System. The Fourth Period of Rural Revitalization (2017-2023): Initiating the Construction of a "Pluralistic Governance" System with the Aim of Achieving Effective autonomy. The institutional changes of each period are analyzed in terms of the environmental factors that led to the changes and the specific content of the changes. Environmental factors include political, economic, structural, and socio-cultural factors. The development content is analyzed based on the organizational structure, institutional factors, and political factors, providing an analysis that describes the characteristics and context of the development of the village self-government system. Based on the analysis above, this paper summarizes four existing issues in village autonomy along with corresponding strategies: First, Insufficient Governance Capacity of Grassroots Autonomous Organizations. Strategy: Strengthen talent development and modernize governance methods. Second, Incomplete Legal System Related to village autonomy. Strategy: Improve the legal framework related to village autonomy. Third, Lack of Participation Awareness among Villagers Leading to Poor Autonomous Effects. Strategy: Enhance democratic awareness through education and civic engagement. Fourth, Incomplete Democratic Supervision Mechanism among Villagers. Strategy: Improve the supervision mechanism for democratic governance. At present,China's rural governance is still in the fourth period, and it requires continued development with the goal of achieving effective governance. To accomplish this objective, it is necessary to explore a pluralistic governance system within the context of the era and specific local environments.

신공공관리적 교육개혁의 효과성에 대한 국제 비교 연구 : 책무성과 자율성의 조합 및 영향력을 중심으로

김은수 연세대학교 대학원 2024 국내박사

Accountability and autonomy have functioned as the two main axes of education reform based on New Public Management (NPM). NPM-based education reforms have sought to enhance the efficiency and effectiveness of education systems through the implementation of accountability and autonomy as policy measures. This study aims to evaluate the effectiveness of NPM-based reform measures on educational outcomes by delving into whether the combination of accountability and autonomy, which has been a new global educational policy in recent years, yields a consistent pattern in educational outcomes as promised by NPM. Additionally, the study aims to analyze the impact of accountability and autonomy, as categorized by key features of NPM, on student achievement within individual national contexts. Through this, the current study aims to empirically assess the effectiveness of NPM-based education reforms by illuminating their role in explaining national-level achievements and their impact on students' academic performance. The research questions for this study are included: First, what are the combination patterns of the educational system conditions that achieve above-average mathematics and collaborative problem solving achievements among the countries participating in Programme for International Student Assessment (PISA) 2015? Second, what are the combination patterns of the educational system conditions that achieve basic-level mathematics and collaborative problem solving achievements in PISA 2015? Third, what is the impact of the sub-domains of accountability and autonomy on the student achievement of mathematics and collaborative problem solving across the four selected country (i.e., South Korea, Canada, Germany, and the United States)? Fourth, do the sub-domains of accountability and autonomy in each of the countries moderate the influence of students' economic, social, and cultural status (ESCS) on their achievement of mathematics and collaborative problem solving? The research methods utilized to address these research questions are as follows. First, to identify certain combination patterns at the national level for student achievement in mathematics and collaborative problem solving, Qualitative Comparative Analysis (QCA) was applied. Subsequently, to explore the impact of the sub-domains of accountability and autonomy measures on student achievement in mathematics and collaborative problem solving within the context of individual countries, multilevel modeling was employed for each of the selected countries. To further examine whether the sub-domains of accountability and autonomy moderate the influence of the ESCS on student achievement, interactions between levels were investigated in the multilevel model. As indicated previously, the data used for this analysis was drawn from PISA 2015, which measures both mathematics and collaborative problem solving competencies of students. Key findings are as follows. Firstly, when analyzing education systems solely characterized through the sub-domains of accountability and autonomy, which were key foci in NPM-based education reforms, no discernible pattern of combinations was found that enabled PISA participating countries to meet the above-average achievements in PISA mathematics and collaborative problem solving. In other words, the educational systems achieving above-average accomplishments could not be explained solely by those sub-domains such as managerial accountability, market-oriented accountability, national standardized testing, personnel autonomy, budget autonomy, and autonomy in educational activities. However, when educational equity and shadow education participation, another set of key characteristics of the education systems was added to the analysis, notable patterns emerged. The combinations of educational systems that achieved above-average performance in mathematics and collaborative problem solving were consistently identified. This suggests that while there may be multiple paths to achieve above-average accomplishments in mathematics and collaborative problem solving at the national level, the pathways within a nation to reach these achievements in mathematics and collaborative problem solving do not necessarily need to be different. The derived parsimonious solution was as follows: Educational systems characterized by the absence of personnel autonomy, and the presence of educational equity and shadow education participation were identified in the case of Singapore, South Korea, and Taiwan for mathematics, and Singapore and South Korea for collaborative problem solving. Or, educational systems without national standardized testing but with the presence of educational equity were identified. Canada was the case. In the analysis of necessary conditions, the presence of educational equity emerged as a necessary condition for educational systems to achieve above-average performances in mathematics. This implies that the absence of educational equity precludes above the PISA average achievement in mathematics. At the same time, however, the presence of educational equity alone may not suffice to reach the above-average achievement in mathematics; it may need to be combined with other conditions to achieve this. Secondly, the pattern of educational systems explaining the basic-level student achievement was derived as follows. Specifically, no consistent pattern was found to explain the basic-level mathematics achievement solely through the sub-domains of accountability and autonomy. For collaborative problem solving, the absence of managerial accountability, along with the presence of national standardized testing and autonomy in educational activities, emerged as consistent sufficient conditions. When educational equity and shadow education participation were added, the presence of educational equity consistently explained the basic-level mathematics achievement. In other words, if educational equity exists in an education system, it would achieve the basic-level mathematics accomplishment. For collaborative problem solving, the presence of budget autonomy and educational equity, or the absence of national standardized testing, were identified as parsimonious solutions. Thirdly, for the previously derived patterns, one representative country from each was selected to further explore how the sub-domains of accountability and autonomy influence student achievement within individual national contexts. The analysis revealed no consistent pattern in the effect of these sub-domains on student achievement. This result was anticipated as each country had a different combination of educational system characteristics. In South Korea, market-oriented accountability and budget autonomy showed a positive effect on mathematics achievement. Regarding the achievement of collaborative problem solving, personnel autonomy showed a negative relevance, whereas budget autonomy exhibited a positive relevance. In Canada, autonomy in educational activities had a positive effect on both mathematics and collaborative problem solving achievements. In Germany, budget autonomy showed a significant negative effect on mathematics achievement. In the United States, none of the sub-domains of accountability and autonomy showed a significant impact on either mathematics or collaborative problem solving achievements. Fourthly, the analysis of the interactions between levels in the effect of ESCS and the sub-domains of accountability and autonomy on student achievement revealed significant effects in several countries. In South Korea, autonomy in educational activities was found to enhance the effect of ESCS on mathematics achievement. In Canada, market-oriented accountability significantly amplified the positive effect of ESCS on both mathematics and collaborative problem solving achievements. In Germany, the interaction effects between levels were not significant. In the United States, market-oriented accountability and personnel autonomy were found to strengthen the effect of students' ESCS on achievements in mathematics and collaborative problem solving. These results indicate that while market-oriented accountability showed a positive relation to student achievement in South Korea, it could reinforce the influence of ESCS, i.e., family background, in other contexts, potentially exacerbating educational gaps and undermining educational equity. Similarly, while autonomy in educational activities showed a positive relation to student achievements in Canada and South Korea, it appeared to amplify the effect of family background on mathematics achievement, acting as a mechanism that could undermine educational equity. This study empirically demonstrated that the presence of educational equity is a more crucial condition in explaining students' achievements at the national level than the combination of accountability and autonomy, which can be seen as a core logic of NPM-based education reforms. When educational equity exists, the sub-domains of accountability and autonomy as well as their combinations turn out to play a role in student achievement. The interaction effect between levels in multilevel modeling analysis confirmed that the sub-domains of accountability and autonomy could potentially hinder educational equity. Another important finding was that autonomy in educational activities alone cannot explain national-level achievement, but it emerged as a necessary condition in combination with other conditions, according to the QCA. This indicates that autonomy in educational activities is also a key element in explaining student achievement at the national level. In the multilevel model, autonomy in educational activities showed a positive relation to student achievement in mathematics and collaborative problem solving in the context of Canada. However, in South Korea, it was found to reinforce the influence of family background on mathematics achievement. Thus, the implications of autonomy in educational activities can vary greatly depending on the national context, necessitating careful policy adjustments. In summary, despite examining various combinations of the sub-domains of accountability and autonomy, they did not provide a consistent and sufficient explanation for students' academic (i.e., maths) and non-academic (i.e., collaborative problem solving) achievements. This suggests that the combined policy measures of accountability and autonomy promoted as global best practices by international organizations like the OECD and the World Bank might only be policy slogans or rhetoric without substantial evidence. Rather, this study found that securing equity, a major limitation of NPM, emerged as a sufficient and necessary condition to explain international patterns of positive student achievement. Reflecting on these results, it is suggested that policymakers should refine and re-prioritize policy measures that can achieve substantial educational equity in educational reforms, and researchers should critically scrutinize the evidence and logic embedded in NPM-based reforms. 책무성과 자율성은 신공공관리를 바탕으로 한 교육개혁의 주요한 축으로 기능하여 왔다. 신공공관리적 교육개혁은 책무성과 자율성의 확보를 통해 교육 시스템의 효율성과 효과성을 높이고자 의도하였다. 본 연구는 신공공관리 이후 교육 시스템의 변화에 따른 효과를 평가하고자 하였다. 특히 새로운 글로벌 교육정책이 된 책무성과 자율성의 조합이 교육 시스템의 성과에 대하여 일관된 패턴으로 도출되는지 분석하고자 하였다. 이를 바탕으로 개별 국가 맥락 내에서는 신공공관리적 특성으로 분류한 책무성과 자율성이 학생의 성취에는 어떤 영향을 미치는지 분석하였다. 이를 통해 신공공관리적 교육개혁이 실제로 국가 수준에서의 성취를 설명하는 데 어떤 역할을 하고, 학생들의 학업 성취에 어떤 영향을 미치는지 파악함으로써 교육개혁의 효과성을 실증적으로 평가하였다. 연구의 목적을 달성하기 위해 다음의 네 가지 연구문제를 상정하고 이에 대하여 조사하였다. 첫째, PISA 2015 (Programme for International Student Assessment 2015) 참여국 평균 이상의 수학 및 협력적 문제해결력 성취를 달성하는 교육 시스템 조건들의 조합 패턴은 무엇인가? 둘째, 기초 수준의 수학 및 협력적 문제해결력 성취를 달성하는 교육 시스템 조건들의 조합 패턴은 무엇인가? 셋째, 국가별 학생의 수학 및 협력적 문제해결력 성취에 대한 책무성과 자율성 하위 영역의 영향력은 어떠한가? 넷째, 국가별 책무성과 자율성 하위 영역은 학생의 수학 및 협력적 문제해결력 성취에 대한 학생의 사회·경제·문화적 배경(Economic, social and cultural status, 이하 ESCS)의 영향력을 조절하는가? 연구문제 해결을 위해 활용한 연구방법은 다음과 같다. 국가 수준에서 학생의 수학과 협력적 문제해결력 성취에 대한 일관된 조합 패턴을 찾기 위해 질적비교분석 (Qualitative comparative analysis, 이하 QCA)를 적용하였다. 이후 개별 국가 맥락에서 책무성과 자율성의 하위 영역이 수학과 협력적 문제해결력 성취에 미치는 영향을 탐색하기 위해서는 국가별로 다층모형을 적용하였다. 학생의 성취에 대한 ESCS의 영향을 책무성과 자율성의 하위 영역이 조절하는가를 살펴보기 위해서는 다층모형에서 층위 간 상호작용을 확인하였다. 데이터는 학생들의 수학과 협력적 문제해결력을 함께 측정한 PISA 2015를 사용하였다. 연구 결과를 요약하면 다음과 같다. 첫째, 교육 시스템을 신공공관리적 교육개혁의 주요 테마였던 책무성과 자율성의 하위 영역만으로 특징지어 분석 시 수학이나 협력적 문제해결력에 대한 평균 이상의 성취를 달성하는 조합 패턴은 드러나지 않았다. 즉 관리적 책무성, 시장적 책무성, 국가수준 표준화시험, 인사 자율성, 예산 자율성, 교육 활동 자율성이라는 개혁 요소만으로는 평균 이상의 성취를 달성하는 교육 시스템을 설명할 수 없다는 것이다. 이에 본 연구에서 선정한 또 다른 교육 시스템의 특징인 교육 형평성과 사교육 참여를 분석에 추가할 경우 패턴이 도출되었다. 수학과 협력적 문제해결력에 대해 평균 이상의 성취를 달성하는 교육 시스템 조합들은 동일하게 도출되었다. 이러한 결과의 의미는 국제적으로는 학생의 우수한 성취를 달성하기 위해서 어떤 한 가지의 경로만 있는 것이 아니라 각각 다른 경로가 있을 수 있으나, 한 국가 내에서는 수학과 협력적 문제해결력이라는 서로 다른 역량을 포함하는 성취를 달성하기 위한 경로가 다를 필요는 없음을 의미한다. 도출된 최소 간결해는 다음과 같았다. 인사 자율성이 부재하며 교육 형평성과 사교육 참여가 존재하는 교육 시스템으로 해당하는 사례 국가는 수학의 경우 싱가포르, 한국, 대만, 협력적 문제해결력의 경우 싱가포르, 한국이었다. 또는 국가수준 표준화시험이 부재하고 교육 형평성이 존재하는 교육 시스템으로 해당 사례 국가는 캐나다였다. 필요조건의 분석에서 수학 평균 이상 성취 달성 교육 시스템의 필요조건으로 교육 형평성의 존재가 도출되었다. 이는 교육 형평성이 부재하다면 수학 평균 이상 성취는 발생하지 않는다는 것이다. 그러나 교육 형평성의 존재만으로는 수학 평균 이상 성취에 도달하지 못할 수 있으며 다른 조건과 조합되어 도달할 수 있다는 의미로 풀이할 수 있다. 둘째, 기초 수준의 학생 성취를 설명하는 교육 시스템 패턴은 다음과 같이 도출되었다. 먼저 책무성과 자율성 하위 영역만으로는 기초 수준의 수학 성취를 설명하는 일관된 패턴이 도출되지 않았다. 협력적 문제해결력에 대해서는 관리적 책무성의 부재와 국가수준 표준화시험과 교육 활동 자율성의 존재가 일관된 충분조건으로 나타났다. 교육 형평성과 사교육 참여를 추가했을 때 수학의 기초 수준 성취를 일관되게 설명하는 패턴은 교육 형평성의 존재로 나타났다. 즉, 교육 형평성이 존재한다면 그 교육 시스템은 기초 수준의 수학 성취를 달성한다는 의미이다. 협력적 문제해결력에 대해서는 예산 자율성과 교육 형평성의 존재, 또는 국가수준 표준화시험의 부재로 나타났다. 셋째, 앞서 도출된 패턴들에 해당하는 사례 국가를 한 개씩 선정하여 개별 국가 맥락 내에서는 책무성과 자율성의 하위 영역이 학생의 성취에 어떠한 영향을 미치는지 파악하였다. 분석 결과 책무성과 자율성 하위 영역의 학생 성취에 대한 영향력에서 일관된 패턴은 발견할 수 없었다. 이러한 결과는 각 국가가 해당하는 교육 시스템 조합이 모두 달랐기에 예상할 수 있는 결과였다. 한국에서는 수학 성취에 대해서 시장적 책무성과 예산 자율성이 정적인 효과를 보였다. 협력적 문제해결력 성취에 대해서는 인사 자율성이 부적인 연관성을, 예산 자율성이 정적인 연관성을 보였다. 캐나다에서는 수학과 협력적 문제해결력 성취에 동일하게 교육 활동 자율성이 정적인 효과를 보였다. 독일에서는 수학 성취도에 대해 예산 자율성이 유의한 부적 효과를 보였다. 미국에서는 수학이나 협력적 문제해결력 성취에 대해 책무성과 자율성 하위 영역 중 어떠한 것도 유의한 효과를 보이지 않았다. 넷째, 학생의 성취에 대한 ESCS와 책무성 및 자율성 하위 영역 간의 층위 간 상호작용 분석 결과 몇몇 국가에서 책무성 및 자율성 하위 영역의 유의한 상호작용 효과가 확인되었다. 먼저 한국에서는 수학 성취도에 대한 ESCS의 영향력을 교육 활동 자율성이 강화하는 것으로 나타났다. 캐나다에서는 수학과 협력적 문제해결력 성취에 대해 시장적 책무성이 정적으로 유의한 ESCS의 효과를 더욱 강화하는 것으로 나타났다. 독일에서는 층위 간 상호작용이 유의하지 않았다. 미국에서는 시장적 책무성과 인사 자율성이 수학 및 협력적 문제해결력 성취에 대한 학생의 ESCS 효과를 더욱 강화하는 것으로 나타났다. 이러한 결과는 한국에서는 학생의 성취에 긍정적인 관련성을 보이던 시장적 책무성이 다른 맥락에서는 학생의 성취에 대한 ESCS, 즉 가정 배경의 영향력을 강화시켜 교육 결과의 격차를 강화해 교육의 형평성을 저해할 수 있음을 보여준다. 교육 활동 자율성에 대해서도 캐나다에서는 학생의 성취도에 정적인 관련성을 보이는 반면, 한국에서는 학생의 수학 성취에 대한 가정 배경의 효과를 더욱 강화시켜 교육 형평성을 저해할 수 있는 기제로 작동함을 알 수 있었다. 본 연구에서는 신공공관리적 교육개혁의 연장선으로 볼 수 있는 책무성과 자율성의 조합보다는 교육 형평성의 존재가 국가 수준에서 학생들의 성취를 설명하는데 더 중요한 요소임을 실증적으로 밝혔다. 교육 형평성이 존재할 때 책무성과 자율성의 하위 영역들 각각, 그리고 조합들 또한 학생의 성취에 대해 역할을 하는 것이다. 다층모형의 층위 간 상호작용을 통해 책무성과 자율성 하위 영역들이 교육 형평성을 저해할 수도 있음을 확인하였다. 교육 활동 자율성의 경우 QCA에서 교육 활동 자율성만으로는 국가 수준의 성취를 설명할 수는 없으나 다른 조건들과의 조합들이 역할을 하기위해서 필요한 조건으로 나타났다. 즉, 국가 수준에서 교육 활동 자율성 또한 학생 성취 설명에 주요한 요소라는 것이다. 다층모형에서 교육 활동 자율성은 캐나다의 맥락 내에서는 학생의 수학과 협력적 문제해결력 성취와 긍정적인 연관성을 보였다. 그런데 한국에서는 학생의 수학 성취에 대한 가정 배경 영향력을 강화하는 기제로 작동함이 밝혀졌다. 따라서 교육 활동 자율성은 국가 맥락에 따라 그 함의가 매우 다를 수 있어 세밀한 정책 조절이 필요함을 시사한다. 결론적으로 책무성과 자율성을 하위 영역으로 나누어 여러 조합들을 살펴보았음에도 학생의 학업적·비학업적 성취에 대한 일관적이고 충분한 설명을 제공하지 못했다. 즉 OECD나 세계은행이 모범사례로 제시하는 일부 신공공관리에 근거한 글로벌 교육정책이 유려한 정책구호에 지나지 않을 수도 있다는 것을 말한다. 본 연구에서는 신공공관리의 주요한 한계였던 형평성의 확보가 학생 성취의 국제적 패턴을 보이는데 충분하고 필요한 조건으로 나타났다. 이러한 결과에 비추어 정책 결정자들은 교육개혁에 있어서 실질적인 형평성을 달성할 수 있는 방안을 우선적으로 고려해야 하며 연구자는 이를 뒷받침할 수 있는 실증적인 분석과 증거, 논증을 강화하는 것이 필요함을 제언하였다.

주민자치회의 자율성과 법적 지위에 관한 연구

박영미 중앙대학교 대학원 2025 국내석사

In the 12th year of the pilot project of the resident autonomy association in Eup, Myeon, and Dong, more than one-third of all towns, villages, and districts are participating, but the abnormal situation that it is still a pilot project continues. Resident autonomy association are being established and operated unautonomously under the initiative of the administration, rather than by resident autonomy. Therefore, this study aims to contribute to the establishment and operation of resident autonomy association in line with the essence of autonomy by securing their proper legal status and autonomy as the centerpiece of resident autonomy in Eup, Myeon, and Dong. In previous studies on resident autonomy and resident autonomy associations, it was found that the concept of resident autonomy is divided into two views: the view that it is the autonomy of the entire population over the affairs of the area, or local autonomy, and the view that it is an activity or governance in which local residents directly identify and solve their own local problems, and the direction of resolution varies accordingly. Based on Kant's concept of autonomy, which is the ability to establish and follow moral laws on one's own and is the essence of human beings, the legal implementation form of the resident autonomy association in Eup, Myeon, and Dong is a civil law corporation that follows the principle of private autonomy and should aim for local autonomy in Eup, Myeon, and Dong as a long-term goal. Due to the nature of 'resident autonomy', resident autonomy organizations should be autonomous in establishment and operation and ensure the autonomy of their members. Resident autonomy association should prioritize working with communities with high autonomy. Currently, the resident autonomy association is a contradiction of being a community self-governance organization selected by the head of Eup/Myeon/Dong Office and commissioned by Mayor, County Governor, District Mayor. This contradiction is an inherent limitation of the resident autonomy association, which were presented as a way to overcome opposition to the reorganization of the administrative system, and a limitation of the capacity of the resident autonomy and local autonomy that has not been overcome. In order to pursue local autonomy in Eup, Myeon, and Dong and serve as the center of the resident autonomous activities in Eup, Myeon, and Dong, the resident autonomy association should become a legal entity the relevant laws for the resident autonomy association in the form of a corporation under the Civil Code. A national alliance of the resident autonomy association should be created, and legislation that guarantees the autonomy of the resident autonomy association should be promoted. Resident assemblies and projects that utilize residents' common assets can be an important way to realize the goals of the resident autonomy association. 읍·면·동 주민자치회의 시범 사업이 시작된 지 12년 차, 전체 읍·면·동의 1/3 이상이 참여하는데도 여전히 시범 사업인 비정상적 상황은 계속되고 있다. 주민자치회는 ‘주민자치’가 아닌 행정의 주도하에 타율적으로 설치되고 운영되고 있다. 이에 본 연구는 주민자치회가 읍·면·동 주민자치의 구심으로서 응당한 법적 지위와 자율성을 확보하여 주민자치회가 자치(autonomy)의 본질에 부합하게 설립되고 운영되는데 기여할 것을 목적으로 한다. 주민자치 및 주민자치회에 대한 선행 연구에서 주민자치 개념이 해당 지역 사무에 대한 주민 전체의 자치, 즉 지방자치 또는 그에 준하는 것으로 보는 견해와 지역 주민들이 자기 지역문제를 직접 발굴하고 해결해 나가는 활동 또는 거버넌스로 보는 견해로 나뉘어져 사용되고 있으며 그에 따라 해결 방향이 달라짐을 확인했다. 스스로 도덕법칙을 수립하고 그를 따르는 능력이며 인간의 본질이라는 칸트의 autonomy(자율성) 개념에 따라 읍·면·동 주민자치의 법적 구현 형태는 사적 자치의 원리에 따르는 민법상 사단법인이며 장기적 목표로 읍·면·동 자치화를 지향해야 한다. 주민자치 조직은 ‘주민자치’의 본질상 설립과 운영에서 자율성을 지켜야 하며 회원들의 자율성을 보장해야 한다. 주민자치회는 자율성이 높은 지역공동체들부터 우선으로 협력해 가야 한다. 현재의 주민자치회는 읍·면·동장이 선정하고 시·군·구청장이 위촉하는 주민자치 기구라는 모순을 안고 있다. 이 모순은 행정 체제 개편을 위한 반발 무마용으로 제시된 주민자치회의 태생적 한계이자, 이를 극복하지 못한 주민자치 및 지방자치 역량의 한계이다. 주민자치회가 읍·면·동 자치단체화를 추구하며 읍·면·동 주민자치 활동의 구심체로 역할하기 위해서는 민법상 사단법인의 형태를 갖춘 주민자치회 관련 법상의 법정 법인이 되어야 한다. 주민자치회의 전국적 연합을 만들고 이를 중심으로 주민자치회의 자율성을 보장하는 법제화를 추진해야 한다. 주민 총회와 주민 공동 자산을 활용한 사업은 주민자치회의 목적을 실현하는 중요한 방법이 될 수 있다.

Study on the Autonomy of Feminist Painting Field

Yang Lian Shu qing 경기대학교 대학원 2021 국내박사

그림 연습의 출발점은 원래 사람들이 기존의 사회적 관계를 이해하는 것이다. 현재 그림 문제에 대한 대부분의 연구는 공간, 형태, 형태 언어, 개념 그리고 다른 실제 작품들의 문제들에 초점을 맞추고 있다. ‘필드(界), (壇)’ 관계에서 회화 작품 창작을 고려하는 사람은 거의 없다. ‘필드’는 실제로 서로 다른 장소 간에 형성된 관계의 네트워크, 비교적 독립적인 소셜 공간이다. 부르디외(Bourdieu)의 현장 이론의 핵심은 이런 종류의 ‘관계 예술’이다. 이 이론은 회화와 회화 연습의 사회적 관계, 특히 창조적인 주제와의 존재 관계, 그리고 그 존재의 사회적 영역에 대한 분석을 위한 이론적 근거, 화가의 그림 분야에 대한 이론적 근거, 예술적 창조를 위한 메커니즘을 제공한다. 회화분야는 미술계와 미술계의 개별 화가들의 사회구조 관계, 회화제작 동기, 작품의 구성구조 관계, 작품의 표현방식과 창작의도, 관련 사회관계 등을 포함한다.현장에서 자율성은 다른 분야와 구분선이다. 예술분야는 자율성이 있어야 창의성이 생기고, 예술분야 또한 새로운 활력과 발전의 원동력을 유지할 수 있다. 예술 분야에서 페미니스트 아트는 자율적인 의식을 가진 새로운 예술 장르로서, 현대 미술에서 중추적인 위치를 차지하고 있다. 오늘날, 페미니스트 아트에 대한 심층적인 연구와 함께 독립적인 그림 특징 및 스타일은 점점 더 두드러지게 되었고, 점차 미술 연구의 새로운 주제가 되었다. 그래서 이 글은 현장 이론을 바탕으로 만들어졌고, 구체적인 화법의 분야에 대한 현장 이슈를 소개하고, 페미니스트 그림을 연구의 표본으로 삼아, 화가 개개인으로부터 그림 실기 이슈에까지 초점을 맞추고, 작가와 사회적 관계에 대한 독자적인 현상들 또한 전개하였다. 작품 해석은 회화예술의 개성과 자율성을 개혁하여 예술인들이 새로운 자율성을 얻을 수 있도록 하는 동시에, 예술인들이 자신의 그림 동작을 위해 독립적으로 건축하는 방법을 숙달하게 하여, 마침내 새로운 세대를 실현한다. 본 논문은 다음과 같이 나뉜다. 첫 번째: 이 장에서는 필드와 페미니스트 그림의 관계 구성부터 시작하여 페미니스트 그림과 필드, 그림 분야의 구성 요소인 내부 필드와 외부 필드 간의 관계를 설명하였다. 그 중에서 페미니스트 그림의 부분은 주로 중국 및 서양 페미니스트 그림의 발전을 요약하였다. 필드 구성의 요소들은 주로 필드 해석과 필드에서의 화가의 신체 중 가장 작은 개별 단위로 시작한다. 살아있는 육체와 계몽된 의식 그리고 개인적인 습관 같은 그림 속의 언어적 그림 행동은 그림 요소에 영향을 미치는 외부 영역의 창조적인 분야와 사회적 영역으로 발전한다. 내부 영역과 외부 영역의 공명은 다음 장의 페미니스트 그림의 필드 구성 요소에 대한 프레젠테이션으로 확인하고자 하였다. 두 번째: 페미니스트 그림을 조사 표본으로 한 화단의 구성에 대한 사례연구로, 페미니스트 그림에 나타난 요소들을 분석하였다. 이 사례는 특히 중국과 서방 국가를 대표하는 두 명의 페미니스트 아티스트를 예로 들었다. 개별 주체의 자율적 특성을 파악한 후, 페미니스트 그림 영역의 자율성 문제로 발전하는 그림 분야 구성의 내외부 치수에서 자율성 현상을 해석하였다. 세 번째 :페미니스트 그림 분야의 자율성에 대한 연구이며, 본 논문의 핵심 부분이다. 자율성의 해석, 여성 자치권 명분, 회화 분야 자율성 문제, 실용어, 관객층 자율성 표현 등을 다루었다. 자율성은 진보적인 개성, 주관성, 자율성의 수준에서 구분되어, 현장의 자율성, 위기 대응, 자율성 재생, 그림 영역의 자율성 건설 등을 논의하였다 The starting point of painting practice is originally people's grasp of their existing social relationships. At present, most of the research on painting issues focuses on the space, shape, form language, concept and other issues of practical works. Few people have considered the creation of painting works in the field relationship.“Field” is actually a relatively independent social space, a network of relationships formed between different locations. The core of Bourdieu's field theory is this kind of“relational art”. This theory provides a theoretical basis for the study of the social relationship between painting and painting practice, especially the existence relationship with the creative subject, as well as the analysis of the social field of its existence from the creative subject, and provides a theoretical basis for the painter in the painting field. It also provides the mechanism for artistic creation. The painting field includes the social structure relationship of the art world and the individual painters in the art world, the motivation of painting production, the composition structure relationship of the work, the corresponding relationship between the presentation method and the creative intention of the work, and the related social relationship. In the field, autonomy is the dividing line from other fields. Only with autonomy can the art field be creative, and the art field can maintain new vitality and internal driving force for development. In the field of art, feminist art, as a brand-new art genre with autonomous consciousness, occupies a pivotal position in modern art. Nowadays, with the in-depth study of feminist art, its autonomous painting features and styles have become more and more prominent, and have gradually become a brand-new subject in art research. Therefore, this article is built on the field theory, introduces field issues into the specific field of painting practice, takes feminist painting as a research sample, starts with individual painters and focuses on painting practice issues, and develops independent phenomena on the dimensions of painting practitioners and social relations. Interpretation aims to reshape the individuality and autonomy of painting art, so that art practitioners can reflect in the painting field to obtain a new autonomy purpose, and at the same time, it is also intended to let the practitioner master how to construct independently for their painting actions, and finally realize the generation of a new painting field and new autonomy. The thesis is mainly divided into five parts for discussion as follows: The First Part: This chapter starts with the composition of the relationship between the field and feminist painting, and discusses the relationship between the internal field and the external field among the constituent elements of feminist painting, field, and painting field. Among them, the part of feminist painting mainly summarizes the development of Chinese and Western feminist paintings; the elements of field composition mainly start with the interpretation of field and the smallest individual unit of the painter's body in the field. The painting behaviors in the form of language in paintings, such as the living flesh, the enlightened consciousness and the personal habituation, advance to the creative field of the outer field and the social field that affects the painting factors. The resonance of the inner field and the outer field leads to the presentation exploration of the constituent elements of field in feminist paintings in the next chapter. The Second Part:This chapter is a case study of the composition of the field of painting with feminist painting as a research sample, and analyzes the presentation of the elements of the field in feminist paintings. The case specifically cites two feminist artists who are representative in China and in the West. The content interprets the phenomenon of autonomy from the internal and external dimensions of the composition of their painting field, which unearths the characteristics of individual subject autonomy, and then advances to the issue of autonomy in the feminist painting field in the next chapter. The Third Part:The study of autonomy in the field of feminist painting, is the core part of this thesis. The content touches on issues such as the interpretation of autonomy, the causes of women's autonomy, the issue of autonomy in the painting field, practical language and the expression of autonomy at the audience level of the work. Autonomy is sorted out from the progressive levels of individuality, subjectivity, and autonomy, so as to discuss the causes of autonomy in the field, the crisis of autonomy, the response to the crisis, the regeneration of autonomy, and the construction of autonomy in the painting field. It focuses on the dilemma and reflection of artistic autonomy, so that artists can find a source of motivation in the dilemma and open up a new path for art history. The Fourth Part: This chapter mainly discusses the practical problem of the researcher's autonomy. It mainly starts from three aspects: the autonomous construction of the body as a field, the autonomous construction of the imagery performance, and the autonomous construction of the local presentation. Through combing and analysis, researchers can effectively investigate their own field structure in the field of painting, and the current situation of research problems throws out the researcher’s practical problems, so that the researcher can gain new architecture of autonomy in reflection. The Fifth Part:This part is the summary part. This chapter mainly focuses on the comtents from the development of feminist paintings to the elements of field; the case analysis of feminist painting field, the discussion of the autonomy of feminist painting field. The exploration of the researcher's practice of autonomy in painting field have been summarized. Through the discussion and research on the above issues, it can be concluded that first, the study of feminist paintings cannot leave the social field, and the study of the relationship between individual painters and the artistic social field should be paid attention to; second, the feminist painting autonomy comes from the structure of the painting field. Without the field, there is no autonomy. Third, the re-excavation of the artistic autonomy of feminist painting cannot be ignored. The painting discussed in this thesis is an action-style painting, not a still image-style conceptual painting. As a practitioner of the reengineering of the painting field, the road may be long, but if the practitioner can take the field problem as a measure of artistic practice, and take the discovery of autonomy as the criterion of the whole process of the artistic growth system, then the practitioner’s art of painting with its unique autonomous attributes, will obtain unique value in the entire artistic and social field.