교육 연극을 활용한 감성 중심 환경교육이 초등학생의 환경 소양에 미치는 영향

최혜란(Hye Ran Choi),이상원(Sang Won Lee) 한국환경교육학회 2009 환경교육 Vol.22 No.1

The purpose of this study was to investigate the influences of environmental education program through educational theatre on student’s environmental literacy of 5th graders in an elementary school in Seoul. The students were divided into an experimental group and a control group. Then, the experimental group had the emotion-centered environmental education program using educational theatre, and the control group had the regular education process, which is a general lecture about the environment. The SPSS 12.0 program was used to analyze the results. The major result of the study was as follows. First, the researcher was able to develop and apply professor-learning model for the environment education using the educational theatre by abstracting and recreating environment-related contents from the 5th grade curriculum. Second, the study has showed that applying the emotion-centered program using the education theatre for the environment education certainly contributes to the improvement of the environment knowledge of the elementary students. Third, the emotion-centered environment education program has influenced evenly on the elements of the environment knowledge divided by the four goal levels of the environment education. Finally, the higher the student’s emotional quotient is, the more improvement of the environment knowledge the student gets when using the emotion-centered environment education program using the education theatre. In conclusion, the emotion-centered environment education program using the education theatre is a usable method to the elementary schools, and has a positive effect on increasing the environment knowledge of 5th grade students. In the time of requiring the diverse environment education methods, this program is worth to try as a new education method. Therefore, it is necessary to research more on the professor-learning activities related to this study.

남북한 초등 도덕교육 특징 비교 - 남북한 초등 도덕교과서 내용분석을 중심으로 -

정희태 한국통일전략학회 2008 통일전략 Vol.8 No.1

Education is the course that shapes the trait of a person as a social existence and changes him(her) into a genuine human being. This study tried to comparative analysis on contents of textbook of moral education in elementary school between South and North Korea. The textbook are considered as the basic resource for presenting all the educational activities and for realizing the basic spirit of the purpose of education in one society or a country. To that meaning, I aimed to find out the desirable direction of moral education to recover homogeneity and overcome heterogeneity by comparison of moral education in elementary school between South and North Korea. The conclusion are as follows. The aim of moral education in South Korea is to do the basic action for daily life, that is to say, understand and practice of moral norm or manners. The other side, the aim of moral education in North Korea consist of the idolization education for Kim Il-Sung and Kim Jong-Il. Like this, they are very different in various aspect. But they have common feature in the true nature of moral education. Namely those are honesty, brotherliness, respect, faithfulness and so forth. 남북한 교육과정 및 교과서를 비교 분석하는 것은 교육의 영역에서 이룰 수 있는 남북통일을 위한 시발점일 것이다. 특히 도덕 교과는 남북한 교육 체제 특성상 그 성격이 극명하게 대비되는 교과이다. 그러나 자세히 살펴보면 ‘차이’ 못지않게 ‘공통점’도 상당 부분 존재하고 있음을 확인할 수 있다. 이에 따라 본 연구는 남북한의 교육이념과 목표 그리고 도덕교과서의 내용 분석을 통해, 통일 이후 도덕교육이 지향하여야 할 방향 설정에 필요한 시사점의 발견과 논거를 제시하여 통일의 준비와 교육정책의 기초를 제공하는데 그 목적이 있다. 이를 위해 남북한 초등학교 도덕교육을 그 대상으로 하여 도덕교육의 체계와 도덕교과서의 비교를 시도하였다. 이는 교육을 통한 사회화 과정의 가장 중요한 시기가 초등학교 시기이며, 이 시기에 학습된 도덕교육의 내용이 도덕적 인간으로서의 심성형성에 지대한 영향을 끼친다는 판단에 따른 것이다. 그리하여 궁극적으로는 남북한 통합적 도덕교육의 방향을 제시하고자 하였다.

어린이를 위한 미술관 교육프로그램에 관한 연구 - 미국ㆍ영국ㆍ한국의 미술관 사례를 중심으로 -

최가정 유럽문화예술학회 2014 유럽문화예술학논집 Vol.5 No.1

The 21st century is called as ’cultural period' , ’video period' and ’information period'. In the period of cultural art, it is actual authority, competitiveness and information. Therefore, people who don ’t consider identity of their culture and don't have knowledge about cultural art will difficultly live creatively and subjectively in the 21st centuη. Gallery which can share understanding of culture and culture is developed to practical site making living environment for culture by focusing on exhibition of art works and educational materials of art. Several restricts of school art education expanded art education to the space except for school, as an environment of art education. Gallery education for children plays a role of mediator growing to the whole human as they can understand art culture more easily and friendly through the art works, cultivate aesthetic eyes and sense through the practical experiences, leam individuality and creativity by leaming the way to express freely. Gallerv education lS basically planning to cause cunoslty’ appreclatlOn and pleasure for art works based on the concrete relationship with actual art works which are only studying environment provided by only gallery, the best strength of gallery education. Therefore, gallery education has differentiations from school aπ education and focuses on mutual relations with school because of the characteristics. Educational function of gallery is appeared by concretized educational program, but it ’s realities that gallery education is still in the early stage although gallery period of Korea is coming. On the other hand, in Europe and America with long history of galleη , they recognize an importance of gallery education for children and develop/utilize various programs from the early stage of the 20th centurv. Gallery education for children improves art appreciation ability and futhermore, propagate and develop art culture by letting children encounter art directly, so it ’ s an important educational activity differentiated from school art education. According to the concept, goal and contents of gallery, educational program is changed and it has a strength that education related to gallery works or exhibition program can be conducted. Therefore, gallerγ of the 21st century must recognize important roles for children' s whole person growth and develop program more actively.

교육재정경제 연구의 동향과 과제: ‘교육재정경제연구’ 학술지를 중심으로

김민희,윤홍주,이호준 한국교육재정경제학회 2023 敎育財政 經濟硏究 Vol.32 No.3

This study comprehensively analyzes trends in education finance and economics research and discusses the directions and challenges for future research. By examining 712 academic papers from the inaugural to the most recent issues of the ‘Journal of Economics and Finance of Education,' it derives research achievements and challenges in this field. The analysis reveals distinctive features, such as the increasing application of theoretical concepts to practical approachs, a surge in education economics research, diversified research targets including education authorities and institutions, a shift towards quantitative data utilization, a rapid transition from literature-focused to quantitative-oriented research, and enhanced collaboration among researchers. Comparatively, qualitative studies are underutilized in the area of research, emphasizing empirical studies relevant to education policies. The study's keyword analysis demonstrates balanced treatment of education finance and economics-related terms and substantial research on value considerations like efficiency, equity, and fairness. Advanced research methods like Data Envelopment Analysis (DEA), Propensity Score Matching (PSM), Fixed Effects (FE), and Hierarchical Linear Modeling (HLM) are widely adopted. Through a comparison with international trends, it highlights research areas requiring increased focus, including the effectiveness of education investments, specific education fiscal demand analysis, discussions on the appropriateness of education fiscal policies, cost estimation of targeted educational programs, education's cost-benefit analysis, strengthened education policy evaluation, and expanded research on the teacher labor market. Enhanced scholarly interest and investigation are recommended for these themes in education fiscal economics.

신도시 원주민들의 문화적 실천을 통해 본 지속가능한 지역문화교육에 관한 연구

윤희진,김영순 한국문화교육학회 2014 문화예술교육연구 Vol.9 No.2

This study to examine the connection between Education for Sustainable Development(ESD) and local cultural education and to explore the possibility of Education for Sustainable Local Culture through cultural practices of ex-residents in Youngjong-island. This study defines Education for Sustainable Local Culture as education that enables people to learn values, behavior and way of life which are needed for Sustainable Development. Education for Sustainable Local Culture can be realized by developing the subjectivity, historical consciousness and knowledge on their area and expanding the participation of members. They also can enhance their values on human right, diversity, community, tolerance, nonviolence through Education for Sustainable Local Culture. In addition, this study found that residents of Youngjong-island engage in the cultural practices and then they form self-identity and local identity and improve the quality of life. By sharing the knowledge on their region through symbolization of local culture they reinterpret the knowledge on the past in the present context and use the knowledge to create their own culture. These cultural practices are usually conducted by members of community and they build up mutual respect and understanding by reinforcing the relationship. These results indicate that cultural practices can be facilitated as a method of Education for Sustainable Local Culture as life-long education, adult education and informal education. 본 연구는 지속가능발전교육과 지역문화교육 간의 연결점을 찾고 영종도 원(原)주민들의 문화적 실천을 통해 지속가능한 지역문화교육의 가능성을 모색하고자 하였다. 이에 본 연구에서는 지속가능한 지역문화교육을 ‘지역문화를 통해, 지속가능한 미래와 사회 변혁을 위해 필요한 가치, 행동, 삶의 방식을 배울 수 있는 교육’으로 정의하고 이를 지속발전가능교육의 한 영역으로 위치하였다. 지속가능한 지역문화교육은 지역 구성원의 주체성, 참여, 지역지식, 연대성, 역사의식 등의 계발을 통해 가능하며 이를 통해 인권 및 다양성 존중, 공동체, 관용과 비폭력의 문화 등에 관한 가치관을 증진한다. 그리고 영종도 원주민들은 신도시 영종의 지역문화 형성에 주체적으로 참여하며 삶의 질을 향상시키고 지역 정체성과 함께 자기 정체성을 형성함을 확인하였다. 이들은 지역문화의 상징화를 통한 지역지식의 공유를 통해 지역 과거에 대한 지식을 현재의 맥락에서 재해석하고 현재 문화의 형성에 활용하였다. 이러한 문화적 실천은 주로 공동체를 통해 이루어지며 인간관계의 강화를 통해 상호존중과 이해가 가능하였다. 이와 같은 결과는 문화적 실천이 평생교육, 성인교육, 무형식교육으로서 지속가능한 지역문화교육의 한 방법으로 활용 가능함을 의미한다.

독일의 교육취약계층 지원을 위한 교육안전망에 대한 법적·제도적 구조 연구

노기호(Noh, Ki-Ho) 한양법학회 2016 漢陽法學 Vol.27 No.1

Educational safety nets are made within the larger framework of social services for supporting vulnerable groups in Germany. The poor, the disabled, students from broken homes are likely to receive higher education depending on their abilities as well as basic welfare benefits. And education problems of vulnerable groups supported is unlikely to find a solution by the efforts of the only schools and the federal and provincial governments, businesses, schools, out-of-school youth support organizations, religious groups, parents and many other related institutions are striving for to solve the problem by configuring the network. It also promotes measures to establish a long-term perspective in order to cope effectively support vulnerable groups in education, in order to determine that this legal basis is important, and created a legal basis for the federal and state level in pursuing the project. On the other hand, as we can be seen in the German disadvantaged support of education policy, our basic education and job training education for livelihoods in our education policies, including in early childhood education and elementary education, it may need to be made in the scope of free compulsory education. In this point, the elementary and secondary education that can be described as the foundation of national early education should be accessible from the point of view of welfare. And it is needed to promote the intensive support policies for low-income children targets in preschool education. And a systematic survey on education to this vulnerable group, policy support measures, and evaluates management system should be established for the results. In order to establish a system of our educational safety net for training disadvantaged support, training disadvantaged assistance related regulations have scattered the competent ministries to enforce their respective laws lot of difficult to enforce different systematic training disadvantaged groups and it may be part of this duplicated enforcement, the maintenance of law relating to systematic training and support vulnerable groups is needed to solve them. Also it is need to build a unified and systematic association, cooperation in the form of auxiliary requests by central government and local governments have led to a layer support and cooperation of the civil society. The comprehensive measures should be provided for each cause and in the area like home and school, private schools and support groups, and such as by supporting cooperation between enterprises and vocational schools. And it is needed to training underprivileged support policy provided estimates and funding measures of financial resources spent on education vulnerable groups supported in order to be successfully implemented, accurate and objective assessment of the effects of the committed financing, follow-up training disadvantaged supporting legislation in accordance with the evaluation results and the reflection of the policy. Finally, it is required to the training of experts to promote the welfare policy with the establishment of a department dedicated to teaching disadvantaged supporting policies. To do this, it’s need to be in place a compulsory education welfare specialists to educational institutions through the maintenance of educational support vulnerable laws and regulations to contribute to the realization of educational policy support vulnerable groups at the national level.

피부미용 온라인교육의 교육품질과 강사특성이 교육지속의도에미치는 영향 : 교육만족도의 매개효과를 중심으로

김가을,남미우 한국응용과학기술학회 2024 한국응용과학기술학회지 Vol.41 No.3

The purpose of this study is to analyze the impact of online education characteristics on education satisfaction and intention to continue education, and to analyze the mediating effect of education satisfaction in the relationship between online education characteristics and education continuation intention. This study targeted adult women who experienced online skincare education and conducted a survey from March 1 to April 30. First, convenience, reliability, learner understanding, promptness of feedback, expertise, and attractiveness had a significant positive (+) effect on educational satisfaction. Second, educational satisfaction was found to have a significant positive (+) influence on the intention to continue education. Third, convenience, promptness of feedback, expertise, and attractiveness had a significant positive (+) effect on the intention to continue education, but learners' understanding appeared to have a negative (-) effect.Lastly, the mediating effect of education satisfaction was found to be significant in the relationship between education quality, instructor quality, and intention to continue education.

문화예술교육 정책에서의 무용교육 전문인력양성을 위한 방안 연구

박은희 ( Eun Hee Park ) 대한무용학회 2010 대한무용학회논문집 Vol.63 No.-

The purpose of this research is to establish a foundation of dance education as culture & arts education. It is necessary to retain dance-major students as culture & arts educators and to establish training program for professionalists as culture & arts policy in education field. This paper presents a methodology to train dance educators as culture & arts education. It is CETA (Creativity Education through Arts) that the Republic of Korea applies to train professional culture & arts educators. But the problem of the program is that the program takes one year to master it. Therefore, this paper proposes a method to take up shortage timely and to connect the program with universities or other education organizations. In this manner, the paper suggests that it is necessary to establish professional dance education organization as policy. In conclusion, the paper presents devices to educate professional dance educators at universities. Hereupon, it is necessary to establish dance education major and to have an administrative method to connect theory with practice. It is necessary to secure connection between departments in the curriculum operation and to establish connection with Korean Institute for Art Education.

“EDUCATION FOR LIBERATION” BASED ON THE PARADIGM “MISSION FOR LIBERATION”

KIM Sung-Joong(김성중) 장로회신학대학교 기독교사상과 문화연구원 2016 장신논단 Vol.48 No.3

한국 대학교육 혁신에 있어 교육공학의 공헌 및 미래방향

송상호 ( Sangho Song ),이지현 ( Jihyun Lee ),박태정 ( Taejung Park ) 한국교육공학회 2016 교육공학연구 Vol.32 No.4

The field of educational technology has played a vital role in educational innovation at the level of higher education. Employing the characteristic design methodology of educational technology, researchers and practitioners have implemented educational innovation by improving instructional methods, educational systems, and learning environments at course, curriculum, institutional, national, and global levels. This study is a retrospective analysis of the roles and contributions of educational technology in higher education over the last 30 years, with a focus on: (1) methodologic innovation, (2) the popularity and globalization of higher education, (3) quality assurance and cutting edge approaches, and (4) potential future directions for educational technology. Among the insights gained from this analysis are, first, that educational technology has played a leading role in advancing higher education instructional methods by expanding learner-centered approaches, training instructors, and establishing professional organizations like the CTLs (Centers for Teaching and Learning) and associated councils. Second, educational technology has been at the center of efforts to expand educational opportunities through distance education and cyber universities, to contexualize educational outcomes through competency-based education, to globalize higher education through OER (Open Educational Resources), OCW (Open Courseware), and MOOCs (Massive Open Online Courses) and to bring about global ODA (Official Development Assistance). Third, educational technology has been influential in assuring educational quality in higher education by enhancing evaluation in higher education institutions, and by utilizing evidence-based decision-making through the adoption of cutting-edge science in such areas as learning analytics, big data, and brain science. Finally, this analysis revealed several future directions for educational technology around its three core values: innovation, social contribution, and scientific evidence-based decision-making. In reviewing the valuable contributions of educational technology to theory and practice in higher education, it is hoped that this study will help to uncover promising future directions for the field.