特技·適性敎育의 活性化 方案에 關한 硏究 : 慶州市 所在 中學校를 中心으로

이경란 慶州大學校 敎育大學院 2005 국내석사

The purpose of this study was to examine how after-school extra- curricular programs were conducted in middle school, to find problems with them, and to suggest some of the right directions for them. Middle schools located in the city of Gyeongju were examined to look into their views of the necessity and significance of after-school extracurricular studies, relevant educational planning, curriculum, evaluation and feedback. The findings of the study were as below: First, most of the middle schools in the city of Gyeongju offered after- school extracurricular courses, but their teachers rarely felt the need for them. Those programs couldn't be implemented by teachers alone, and it's needed to put immense efforts into their planning by gathering extensive opinions from parents and students as well as teachers. Second, after-school extracurricular courses were scarcely planned in a rational manner. They should primarily be planned by students, and different sorts of programs should be prepared in light of the given conditions to improve the special talents of students, and every student should be allowed to gain access to them. Third, the teachers didn't have a lot of interest in after-school extra- curricular studies, and those who were in charge of those programs were outnumbered by those who weren't. As for the biggest hurdle, growing teaching load put a physical strain on the teachers, and that was why they stayed away from those courses. In order to stir up their participation in after-school extracurricular courses, it's needed to take some actions by cutting down on their teaching load and work load or offering a preference in terms of promotion and personnel administration. Fourth, the largest group of the teachers found it advisable to provide those programs three or five times a week, to pay each instructor thirty thousand won or less, and to make up each class with 20 or less children. Therefore, the current timetable, lecturer fee and class size that were applied in most of the schools were considered appropriate. Fifth, in order to put after-school extracurricular studies on the right track, post-evaluation should be implemented. Every course and lecturer should be assessed by teachers, students and parents to get feedback. Given the findings of the study, the following suggestions should urgently be taken into account to let after-school extracurricular studies take root as one of successful educational activities: First, after-school extracurricular programs should be offered as part of regular school curriculum, and how to take advantage of extra- curricular activities or school-led optional courses should be studied. Although the necessity and object of those programs were widely perceived, they couldn't work properly as they carried no binding force, and the teachers avoided taking charge of them since increasing teaching load put physical pressure on them. Those programs should be included in regular curriculum, and in which way they could be applied to extra- curricular activities or school-led optional classes should be considered. Second, the biggest problem with existing courses was that they didn't well received nor attended by many students due to a lack of diversity. Every school needs to offer a wide variety of programs, make up differentiated, level-based clubs and map out client-centered plans so that a lot of students could take those courses at their own option. It's required to seek cooperation from well-equipped adjacent schools and local cultural centers, and the government should give sufficient administrative and financial aid to raise the quality of after-school extracurricular studies. Third, when lecturers were invited from the outside to address students' needs for diversity, their inadequate sense of calling as an educator gave rise to the greatest problem. Some legal measures should be taken to invite lecturers with a good sense of calling, and in order to stimulate the participation of in-service teachers, it's required to give them more special training chances, to reduce their teaching load and work load, and to afford a preference about personnel administration and promotion.

公立幼稚園 園監의 敎育課程 運營上의 役割期待水準과 遂行水準에 관한 硏究

이상호 慶州大學校 敎育大學院 2004 국내석사

The goal of this study is to compare and analyze any difference between role expectation level of public kindergarten's principals and their performance level, and also address the comparison and analysis of any difference in their role performance level according to their age, number of class in their kindergarten, and whether they serve concurrently as the principal of grade school, so that it may show reasonable direction of their role performance in the future. For questionnaire survey, this study sampled kindergarten leachers under the supervision of dedicated principal In Gyeongbuk jurisdiction and those in kindergarten annexed to grade school under the control of concurrent principal in form of randomized sampling. Based on theoretical background and previous studies, this study set up a research model and investigated relevant literatures. Sampled respondents were all asked to join a survey using specially devised questionnaire about role expectation level of public kindergarten principals in curriculum and their performance level, and resulting data collected were analyzed with a well-proven statistical program called SPSS WIN 10.0. As for analytic methodology, frequency and percentage analysis were performed to identify general characteristics of respondents, while t-test and one-way ANOVA were performed in turn to determine any difference In awareness about role expectation for principals' curricular administration and their performance level between groups. Summing up the results of said survey and analysis, teachers valued the performance level of principals according to expected roles in terms of their curricular administration, and thought more of their role expectation level in curricular administration than their performance level. And in overall curricular aspects including curricular goals setting, arrangement, administration, assessment and feedback, kindergarten teachers who had many pupils per class and those under the control of dedicated principal had relatively high tendency to value the role performance of principals. Based on analysis results and discussions herein, this study can suggest several points to enhance the role performance level of public kindergarten principals according to their role expectation level as follows: First, from the angle of principals' curricular goals setting, it was found that they identified any change of educational policies well. However, since they generally had lack of educational vision for the future or failed to establish educational plans in formulated manner, it is required that kindergarten principals sl)ould make proactive efforts for realizing a promising kindergarten education for the incoming future society and building up educational plans that reflect the features of each kindergarten well. Secondly, in the aspect of principals' curricular arrangement, it was pointed out that they often failed to discuss and cooperate with adjacent kindergartens effectively for curricular administration before programming reasonable kindergarten curriculum. For this sake, it is favorable to organize tentatively named 'curricular arrangement and administration committee' for each district, and make sure that kindergarten principals keep cooperating positively with infant scholarship committee under regional education office and college faculty in infant education at neighborhood campuses. Thirdly, in the aspect of curricular administration, it was found that kindergarten principals permitted much of autonomy to teachers, but often failed to provide desired information for teachers to support their job performance on a regular basis. This is possibly attributed to the fact that concurrent principals of kindergarten and grade school are likely to have insufficient expertise and specialty in infant education. Therefore, it is advisable that educational administrative institutions give a chain of seminar opportunities to principals ceaselessly for their better specially and higher capability of reasonable role performance. Fourthly, in the aspect of assessment and feedback, it was found that teachers showed very high role expectation for kindergarten principals, but undervalued their role performance. In this regard, it is important that principals should make an objective assessment about the results of curricular administration, and develop an institutional instrument with which such assessment results may be reflected on establishing next curricular programs. Fifthly, in overall curricular aspects including curricular goals setting, arrangement, administration, assessment and feedback, performance level of kindergarten principals was lower than the level of role expectation for them. Thus, it is necessary to systematically complement the contents about kindergarten principals' role performance in curricular administration during workshops for principal qualification and relevant job seminars. Finally, since kindergarten teachers under the supervision of dedicated principal or those who had many pupils in a class valued the performance level of principal relatively, it is essential that current 5 independent kindergartens in Gyeongbuk province should be more established and expanded gradually every year for smooth administration of kindergarten curriculum. In particular, it is requisite to operate kindergarten curriculum efficiently by appointing kindergarten principals based on each region, improving their promotional opportunities through consolidation of adjacent small-scale public kindergartens, and arranging dedicated principals to kindergarten with 3 classes or more, while making sure that infant education will be performed in a little more substantial manner.

유아 창의성 교육의 활성화 방안에 관한 연구

구본숙 慶州大學校 敎育大學院 2004 국내석사

The purpose of this study was to examine to what extent kindergarten teachers understood creativity and how they perceived creativity-related teaching methods, educational environments and teacher roles in an effort to seek ways to enhance creativity education. After literature concerned was reviewed, a research study was conducted. Relevant earlier studies were examined to lay the theoretical foundation for the study, and questionnaires were prepared on that base, which included 32 items about five areas to identify kindergarten teachers' perception of creativity education, its problems and workable reform measures. The subjects in this study were 197 teachers who were randomly selected from kindergartens affiliated to elementary schools in north Gyeongsang province. To find out the general characteristics of the respondents, statistical data on frequency and percentage were obtained, and x^(2) test, t-test and one-way ANOVA were employed. The major findings of the study were as follows: First, the teachers should have a correct understanding of creativity, creativity education and creative teaching methods, as their right understanding was very crucial for the development of preschooler creativity. Second, in order to elicit creativity from young children, they should have a firm conviction that creativity was educable, no matter whether or not they had good teaching skills. They should be well aware of their roles and influence, and creativity education and the characteristics of creative preschoolers should be well understood. Third, the type of environments that could encourage young children to have an inquiring mind and ensure their emotional stability should be created. Fourth, a shortage of creativity programs made it difficult for the kindergartens to provide creativity education. A wide variety of good programs should urgently be prepared, and what mattered the most was giving more opportunities for the teachers to take training courses in creativity education. Based on the above-mentioned findings, there are some suggestions: First, the poor knowledge of the teachers about creativity education resulted in making that education unsuccessful, despite its oughtness. More systematic and comprehensive creativity programs should be developed. Second, parent education should be conducted about creativity education, and supervision materials and teaching materials for parent education should be prepared. Third, educational authorities should provided creativity education programs and materials to kindergartens, and teachers should get practical training through workshop or by directly observing how creativity is educated in class.

初等學校에서의 效果的인 讀書敎育 方案에 關한 硏究

박원예 慶州大學校 敎育大學院 2005 국내석사

A Study on Efficient Reading Education in Elementary School Park Wonye Major in Educational Administration Graduate School of Education Gyeongju University (Supervised by Professor Lee Taejong) The purpose of this study was to examine how reading education was conducted in elementary school, to find problems with it, and to explore in which way ideal reading education could be provided. The questionnaire used in this study dealt with four areas including the necessity of reading education, reading education as part of regular curriculum, reading education as part of extracurricular studies, and its environmental conditions. The subjects in this study were teachers who worked at public elementary schools in the rural and urban communities in the city of Gyeongju. After a survey was conducted, the collected data were analyzed with SPSS(Statistical Package for the Social Science) program. The findings of the study were as follows: First, the elementary school teachers investigated believed that reading education was required to become wiser and acquire knowledge, rather than to build up character or improve thinking faculty, creativity, writing or essay writing skills. Second, a lot of the teachers were much interested in reading education as part of regular curriculum, but they didn't feel school reading education was on the right track. They didn't have enough chances to take training courses in reading education, and just post- reading education was conducted. Third, the teachers didn't felt the high need for reading education as part of extracurricular studies. Fourth, as for the given conditions for reading education, they didn't think school libraries were in use properly, and they didn't consider their schools to offer administrative or financial aid to that, either. The biggest hurdle to reading education was their time constraints that resulted from performing nonessential duties. Based on the above-mentioned findings, there are some suggestions about successful elementary reading education: First, concerning reading education as part of regular curriculum, school-led optional courses should be utilized to intensify reading education. As teachers were pressed for time due to nonessential duties, some of optional courses could be assigned to reading education. Second, efficient reading education should be provided before, during and after reading. Third, regarding reading education as one of extracurricular programs, stereotyped events such as book report should be avoided, and a wide range of diverse programs should be prepared, instead. How to reinforce reading education by holding events at each class, school or library should be studied. Fourth, the educational authorities should take actions to create better conditions for reading education. First of all, teachers should be less overwhelmed with nonessential duties, and in-service education and training should be strengthened. More administrative and financial support should be provided for school to be well equipped with professional librarians and good books to boost library-based reading education.

초등학교 5, 6학년 체육과 복식 통합교육과정 개발

최정하 慶州大學校 교육大學院 2005 국내석사

The purpose of this research was to introduce a new curriculum. The new curriculum was extracted from analyzing joint factors of 5th and 6th grades joint elementary school physical education classes. This double curriculum was developed within small size class rooms which the number of class members were under 10. Classes which can be located at remote rural areas, farming and fishing areas were constructed to conduct 5th grade classes and 6th classes at the same tine. The principle of the new curriculum would suggest followings. 1. Open classes which are not tide up with forms can be held. 2. The development of the inclusive curriculum by the extracted joint factors can complement the disadvantage of double classes to gain effects of single classes. 3. Deficiencies of classes can be reduced and achievements of classes can be increased by restoring the separated class time. 4. individualized class can be conducted through the suggestion of intensified curriculum class contents. From the above, the inclusive curriculum which combines and reconstruct two or more close grades classes could be a urgent solution to prohibit deficiencies of classes of remote rural areas, farming and fishing areas. Therefore, the efforts of this research need to continuously expand not only in the field of physical education but also to the various other fields.

幼兒 美術 感想敎育의 活性化 方案에 關한 硏究

태영인 慶州大學校 敎育大學院 2005 국내석사

A Study on the Improvement of Preschool Art Appreciation Education Tae Youngin Major in Educational Administration Graduate School of Education Gyeongju University (Supervised by Professor Lee Taejong) The purpose of this study was to examine how preschool art appreciation education was conducted in kindergartens and what problems it faced in a bid to lay the groundwork for developing successful art appreciation education programs geared toward children in early childhood. The research questions were posed as below: 1. What are the necessity and object of preschool art appreciation education? 2. What are the given conditions for preschool art appreciation education? 3, What is handled in preschool art appreciation education? 4. What are the methods of preschool art appreciation education? The instrument used in this study was questionnaires prepared by this researcher to serve the purpose of the study, which consisted of 26 items about the general background of teachers, the necessity and object of art appreciation education, its given conditions, content, method and ideal reform measures. The subjects in this study were kindergarten teachers who were selected by random sampling from public and private kindergartens in the cities of Gyeongju, Pohang and Yeoungcheon. The brief findings of the study were as follows: First, the kindergarten teachers investigated were highly aware of the necessity and importance of art appreciation education, but they had lots of difficulties conducting it due to a shortage of teaching materials available and their own poor interest. Efficient art appreciation education programs and teaching methods should be developed to be appropriate at a preschool level. Second, as for the given conditions for art appreciation education, the kindergartens weren't properly equipped with relevant materials and teaching aids. To make art appreciation more successful, required materials should be purchased when teaching equipment is procured, and a wide range of teaching media should be developed or supplied. Third, in order to normalize preschool art appreciation education, curriculum should be constructed by giving proper weight to exploring, expressing and appreciating, and diverse chances should be provided for young children to view various sorts of works such as painting, crafted products, poster and sculpture. Besides, evaluation must be implemented without fail to get feedback. Fourth, concerning ideal method of preschool art appreciation education, it's most advisable to offer it once a week, and that shouldn't exceed 10 or 20 minutes. Small group could be applicable, and in case of using optional activities, that should belong to the field of interest. And the use of computer is recommended if it's not easy for young children to view on the spot. Fifth, regarding workable reform measures, they found it desirable for young children to visit a gallery or museum once a month, and they felt the desperate need for good teaching-learning models. To develop and spread efficient teaching-learning models, the educational authorities should see preschool art appreciation education in a new light and offer administrative and financial aid. In order to dynamize preschool art appreciation education, the following suggestions should urgently be taken into account: First, the types of themes and activities that concern young children and their surrounding environments should be selected, and they should be educated to share verbal interaction with one another by expressing how they feel about art works. Picture should be applied, and the focus of evaluation should be placed on whether or not preschoolers find a beauty in art works. In regard to post-appreciation activities, young children should give a presentation in small group about how they feel. Art appreciation education should be conducted once a week, less than 10 to 20 minutes each. A visual presenter was regarded as the best teaching equipment, and local field study should be fulfilled once a month by having preschoolers visiting a museum or gallery. Second, in order to offer more systematic, well-planned art education, concrete guidelines should be presented, and effective teaching-learning methods should be applied by developing relevant materials. A sufficient budget should be secured to purchase required teaching materials, and enough subsidy should be given to prepare teaching aids. Third, teacher workshop should be held on a regular basis to let teachers keep posted about art appreciation education.

初等學校 放課後 敎育活動의 바람직한 運營方案에 관한 硏究

박근조 慶州大學校 敎育大學院 2004 국내석사

The purpose of this study is to analyze the current situation of educational activities after school in elementary schools and to seek efficient operational ways to improve them. I focused on the examples of Geoncheon Elementary School, which is designated as an example school for educational activities after school by Ministry of Education, including other seven elementary schools. The principal results are as follows: First, educational activities after school need various programs. We must represent a lot of demander-centered programs and ones which cannot be participated outside. So it will enhance the participation rates in educational activities after school by choosing programs appropriate to their own competence. Second, dividing classes according to children's competence and age will have them get the goal easily and participate in the programs merrily. Third, government should support the tuition continually for students in low-income group and decrease the demander's monetary burden by supporting instructor pay. Fourth, we must give the professional training chance to program instructors. Especially invited instructors from outside must resolve the problem of human education and living guidance. Fifth, operating the programs with near schools together will help decrease private educational fee and enhance the students' speciality and aptitude. Especially, it is urgently needed to connect with small elementary school in Eup and Myeon area.

初等學校 特技·適性 敎育活動 運營의 改善 方案에 關한 硏究

김달윤 慶州大學校 敎育大學院 2003 국내석사

The purpose of this study was to examine in which way after-school extracurricular programs were implemented and what problems they were confronted with, in an attempt to seek workable reform measures. For that purpose, theories on after-school extracurricular studies were reviewed, and a survey was conducted with 30-item questionnaires for teacher and 26-item questionnaires for parents, which were prepared in this study to see how teachers and parents looked at the programs, relevant environment, support and teaching materials. The collected data were analyzed by gender, geographic region and residential or service areas. The percentage was calculated, and χ^(2)(Chi-square) test was employed to find out intergroup gaps. The findings of this study were as follows: First, the elementary after-school extracurricular programs had a high tendency to be instructed by teachers, instead of professional instructors, and that practice made the courses exist for the sake of formality only. It's required to secure expert instructors or appoint separate teachers who could take exclusive charge of extracurricular education. To make it happen, there should be enough administrative and financial backup. Second, the programs should be evaluated in diverse and systematic ways to ensure feedback. Some good examples to do that are exhibition, presentation show, parents' visit to class at work or a survey. Third, the courses should be designed to provide motivation and various presentation opportunities to students, and diverse clubs should be offered. In the case of a club with just a small number of applicants, financial aid should be supplied to make up for instructor pay. And publicity activities should be reinforced to keep parents well informed about the necessity and objects of after-school extracurricular courses. Fourth, client-centered education should be pursued. That is, those programs should be selected, planned and implemented in response to the needs of students and parents. Fifth, each school was in possession of different facilities and materials. Therefore, schools in adjacent areas should produce joint programs in collaboration, and this is a good way to secure qualified instructors and give an opportunity to a small number of clients. There are some suggestions on the basis of the above-mentioned findings: First, elementary after-school extracurricular courses should be more universalized and diversified in consideration of client needs, school circumstances, instructor supply and number of applicants. Second, teachers or invited instructors who would be in charge of after-school extracurricular courses should be well trained. Invited instructors should try to understand elementary school circumstances and learn about child development. Third, only teachers and parents were examined in this study to find out their outlook on after-school extracurricular studies, obstacles and reform measures, and there was no separate effort to track student needs, though students are real clients. Future research efforts should be dedicated to what students and invited instructors expect from after- school extracurricular programs and what difficulties they face.

合唱 音樂 敎育이 靑少年의 情緖에 미치는 影響에 關한 硏究 : 중·고등학교 학생을 중심으로

김명숙 慶州大學校 敎育大學院 2004 국내석사

The purpose of this study was to bring up healthy juveniles and to allow the participation in choral music activities inside and outside a school to assist in becoming more brisk living even up to for home life as well as for individual life and the school life. As to the specific details of this study, it relatively surveyed the theoretical verification as to the importance and its influence of choral music education in the juvenile period, particularly emotional aspect and the character formation, various possibilities that can be spread to the specific living attitudes, and the empirical data of a questionnaire according to it. As to a method of the study, it carried out the literature consideration and the questionnaire research side by side. The questionnaire comprised 21 items focusing on contents of the brisk life reaching up to home life as well as the individual life and the school life for juveniles owing to the participation in the choral music activities inside and outside a school, and as to a questionnaire target, it surveyed targeting 300 students who had ever participated in the chorus activities even one time for each middle and high school. Accordingly, the study results are as follows. First, the consciousness of keeping a rule and cooperating was fostered amid the community of mutually cooperating such as the fusion of choral voice, uniformity of musical expression, and allowing a group regulation to be life. Second, it can form human relations that like to have a sense of belonging, and builds up the mentally stable personality. Third, a sense of responsibility is developed through enhancing the function by part given to an individual in the chorus, and music itself, and through completing a duty given as a member, with the best effort. Fourth, the chorus called ensemble music, can make it possible to experience musically and synthetically along with the beauty of harmony, thus forming harmonious personality by developing excellent musical characteristic and bringing up affluent emotion and creativity. Given presenting the improvement direction based on the results of this study, those are as follows. First, despite a given situation of education for the very difficult reality, it needs to establish, support and foster the choir by unit of a school or a grade. Second, aiming to change the aspect of emotion and the living attitudes, the choral education is recommended to be included in hours of music curriculum. Third, aiming at the choral experience and at the preventive dimension of the immediate subject for juveniles, it needs to carry out a choral contest at least one time per semester. Given trying to synthesize the influence of choral music education on juveniles, aiming to allow juveniles to become an ideal human being, it will need to lead them to be capable of forming a human being with plentiful creativity, of refining aesthetic sensation, of purifying emotion and of growing up as the harmonious personality, through chorus as emotional experience, chorus as mental experience, and chorus as social experience.

幼稚園 安全敎育 實態 및 敎師와 學父母의 認識 硏究

황영혜 慶州大學校 敎育大學院 2005 국내석사

This study was intended to investigate the facts of safety education in kindergartens and teachers' and parents' perception on the education, and thus to suggest a direction for such safety education that is desirable and able to prevent infants' accidents. The objects of this study are as follows. First, to investigate the facts of safety education in kindergartens, Second, to investigate teachers' and parents' perception on safety education, Third, to investigate relevance with safety education curriculum, and the status of teaching material inventory. Forth, to investigate teachers' knowledge depth and training facts, Fifth, to investigate problems and requirements in safety education. In the public and private kindergartens located in Gyongju city, Pohang city, and Youngcheon city in Kyongsangbuk-do, 130 teachers and 138 parents were surveyed with questionnaire. Collected data was analyzed using SPSS software. Statistical analysis included frequency and percentage which were intended to identify the general characteristics of the respondents, and frequency analysis and x^(2)-test which were intended to examine the facts of safety education in those kindergartens and perception in the teachers and parents. Findings from the survey and conclusions are as follows. First, most of the teachers were planning a yearly teaching plan for safety education. Parents had deep perception on the safety education. As the requirements for preventing safety accidents, thorough practice of safety education to the preschoolers was most pointed out by the parents rather than by the teachers. Both teachers and parents perceived that safety consciousness and attitude have large effects on safety life. Second, most of the teachers and parents had deep perception on the necessity of safety education. To their perception, the most important consideration for preschoolers' safety when installing any equipment or facilities was safety. Third, both teachers and parents thought, with little difference, that the weight of safety education in the 6th national curriculum is not that large. As the first thing to take into account in deciding the content of safety education, the teachers answered babies' developmental stages, while the parents the frequency of safety accidents in daily life. The most important object for which the safety education to be practiced the respondents answered was mostly 'to protect oneself from kinds of safety accidents', and the next, 'to actively observe the safety rules'. The most effective media they perceived was audio-vidual ones. Forth, most teachers recognized themselves short in knowledge on preschooler safety education. This perception was larger in the teachers of private kindergartens than those of public kindergartens. Private kindergarten teachers also had less experience of safety education related training than public kindergarten teachers. For the first thing to be desired in current safety education training, the teachers had a deep perception that repeated safety education rather than just one time education is quite more necessary. Fifth, For vitalizing safety education, the teachers pointed out that it needs to secure teaching materials and teaching aids in preschoolers safety education, to give teachers with the chance of safety education training, to give parents with the chances of training on preschooler education, and to publish a safety education instruction text for teachers. The most difficult things in safety education were the short expertise and will in teachers, insufficient teaching materials, manager's low interest, and time shortage. Like this, teachers recognized that the reasons of difficulties were the shortage of textbooks and teaching materials. As the area to be more educated in the future, teachers thought it play safety, while the parents traffic safety. For preschoolers' safety, there should be better cooperation system among preschoolers, teachers, parents, local residents, and administrative agencies. And, the policy should be focused on prevention of preschoolers safety accidents.