서귀농업중학교의 중,고 분리 과정에서의 갈등과 해결 방안

윤석찬(Suk Chan Yoon) 제주학회 2013 濟州島硏究 Vol.40 No.-

Jejudo Public Agricultural Vocational School which is the first secondary school at the south of Mt. Halla opened in 1936, and was raised into Seogwi Public Junior Middle School in 1946. It changed into 4-year-course Seogwi Agricultural Middle School in 1950, was divided into Seogwi Middle School and Seogwi Agricultural and Forestry High School in 1951 by secondly revised education law, and was succeeded by Seogwipo Middle School and Seogwipo Industrial and Science High School. When Seogwi Agricultural Middle School was divided into Seogwi Middle School and Seogwi Agricultural and Forestry High School in 1951, there was a conflict between two schools about administration of school property and equipment because the schools shared the premises. The problem was not solved, thus the schools required Jejudo to solve it quickly. Jejudo s General Affairs Bureau decided in December 1951 that high school was responsible for all basic property, school history and all books of graduates and had the right to administer them because high school was raised and reorganized from previous middle school according to partial amendment to education law. Therefore Seogwi Agricultural and Forestry High Schoo1 got to administer school registers, etc. According to the decision of Jejudo s General Affairs Bureau, Seogwi Middle School was not able to issue diploma for the first graduates to the fifth, that is to say, graduates from Seogwi Public Junior Middle Schoo1 and Seogwi Agricultural Middle School since Seogwi Agricultural and Forestry High Schoo1 had graduates school registers. The decision was done through agony of Seogwi Middle School, Seogwi Agricultural and Forestry High Schoo1 and Jejudo s General Affairs Bureau. However, it seems to be needed to review that high school was raised and reorganized from previous middle school according to partial amendment to education law which was ground of the decision The record that Seogwi Agricultural and Forestry High Schoo1 was raised and reorganized from Seogwi Agricultural Middle Schoo1 according to partial amendment to education law and Seogwi Agricultural and Forestry High Schoo1 established a middle school as an annex was found on Seonang 60-year history(1997) which was quoted from official documents of Jejudo s General Affairs Bureau on Dec. 10, 1951 and History of Jejudo Education(1979; 1999). However the quotation is on chronology of Jejudo Education which is the supplement of History of Jeju Education(1979; 1999), not on History of Jeju Education(1979; 1999). Furthermore, it is described on History of Jeju Education(1979) that Seogwi Agricultural and Forestry High Schoo1 was founded according to partial amendment to education law. These lead to confusion The Act for Existing Schools according to the Amendment to Education Law was proc1aimed in October 1951. It made 4-year-course middle school and 6-year-rourse middle school change into middle school or high school according to the revised education law by Oct. 31, 1951. Minister of education approved the reorganization of 8 public middle schools including Seogwi Agricultural Middle School by Munho 449 on Oct. 31,1951. Therefore, it is appropriate that Seogwi Agricultural Middle School was divided and reorganized into Seogwi Middle School and Seogwi Agricultural and Forestry High School rather than that Seogwi Agricultural Middle School was raised to Seogwi Agricultural and Forestry High School. It is not easy to judge whether Seogwi Agricultural Middle School was raised to Seogwi Agricultural and Forestry High School because there are little historical records. Presently, Seogwipo Middle School doesn t have school registers of the first graduates to the fifth due to the decision that Seogwi Agricultural Middle School was raised to Seogwi Agricultural and Forestry High School. 산남 중등교육의 시원이 된 제주도공립농업실수학교는 1936년 개교한 후, 1946년에 서귀공립초급중학교로 승격되었다. 서귀초급중학교는 1950년 4년제 서귀농업중학교로 개편 후, 1951년 제2차 개정교육법의 시행으로 서귀중학교와 서귀농림고등학교로 분리 개편되어, 현재의 서귀포중학교와 서귀포산업과학고등학교로 이어졌다. 1951년 서귀농업중학교의 서귀중학교와 서귀농림고등학교로 분리 당시I 양교의 교육활동이 협소한 동일 구내에서 이루어짐에 따라 ‘학교 재산 및 비품 관리’ 문제를 놓고 다툼이 발생하였다. 재산과 비품 처리 문제가 원만 히 해결되지 않자, 학교 당국에서는 제주도에 조속한 해결을 구하였다. 1951년 12월 제주도 총무국이 고등학교는 교육법의 일부 개정에 따라 종 래의 구 중학교가 승격 개편된 것이므로 기본 재산 일체, 학교 연혁, 졸업 생에 관한 제장부 등을 고등학교에서 책임지고 관리하라는 결정을 내림에 따래, 졸업생들의 학적부 등도 고등학교에서 관리하게 되었다. 총무국의 결정에 따라 서귀포중학교는 제1회부터 제5회까지의 졸업생, 다시 말해 서귀공립초급중학교와 서귀농업중학교의 졸업생들의 학적부를 서귀농림고등학교에서 보유하게 된 관계로, 이들에 대한 졸업증명을 발급 할 수 없게 되었다. 이러한 조치는 당시 서귀중학교, 서귀농림고등학교, 제주도당국이 고민하면서 내린 결정이겠지만, 이 결정의 근거가 된 “고등학교는 교육법 일부 개정에 따라 종래의 구 중학교가 승격 개편된 것’이라는 내용에 대해서는 검토가 필요해 보였다. “서귀농림고등학교가 교육법 일부 개정에 따라 종래의 서귀농업중학교가 승격 개편되면서 중학교를 병설했다. 는 기록은 『서농 60년사』(1997)에서 인용하여 제시한 1951년 12월 10일자 제주도 총무국의 공문 등과 『제주교 육사』(1979; 1999)에서 찾아 볼 수 있었다. 그런데 『제주교육사』(1979; 1999) 모두 부록인 「제주도교육연지」에만 이러한 언급을 하였지, 본문 어디에도 이 내용은 서술되어 있지 않았다. 오히려 『제주교육사』(1979)는 서귀농림고등학교가 교육법 개정에 따라 신설된 것으로 기술하는 등 서술의 흔선을 보여 주었다. 1951년 8월 ‘교육법 개정에 따르는 현존 학교에 관한 조치령’이 공포되었다. 이 조치령은 4년제 중학교 및 6년제 중학교는 1951년 8월 31일까지 개 정된 교육법에 따라 중학교 또는 고등학교로 개편하도록 하는 것이었다. 문교부장관은 1951년 8월 31일자로 「文普 제449호」를 통해 서귀농업중학 교를 포함한 제주도내 8개 공립 중등학교에 대한 개편을 인가하였다. 이러한 자료 분석을 통해, 1951년에 서귀농업중학교가 서귀농림고등학교 로 승격되었다기보다는 서귀중학교와 서귀농림고등학교로 분리 개편된 것 임을 확인할수 있었다. 1951년 서귀농업중학교가 서귀농림고등학교로 승격되었는지 여부를 소상 히 밝혀 줄 사료가 거의 없는 현 시점에서 확실한 판단을 내릴 수는 없지 만, 서귀농림고등학교로 승격된 것으로 보는 조치로 인해 현재의 서귀포중 학교는 제1회부터 제5회까지의 졸업생의 학적부를 보유하지 못하게 되었다. 서귀포중학교와 서귀포산업과학고등학교, 양교 모두 과거 제주도공립농 업실수학교에 뿌리를 둔 산남 중등교육의 시원을 연 학교들로서I 서귀공립 초급중학교와 서귀농업중학교 졸업생들의 학적부를 공동관리할 수 있는 방안등을 찾아야 하겠다. 서귀포중학교의 학교연혁은 1946년의 서귀공립초급중학교로부터 시작하 고 있다. 서귀농업중학교가 서귀농림고등학교로 승격되었다기보다는 중학 교와 고등학교로 분리 개편된 것이므로, 서귀포중학교의 연혁은 산남 중등 교육의 시원이 된 제주도공립농업실수학교로부터 시작해야 할 것이라고 생각한다.

한국(韓國) 초(初),중(中),고등학교(高等學校)의 한자(漢字),한문(漢文) 교육(敎育) 현황(現況)

윤재민 ( Jae Min Yoon ) 한국한문교육학회 2009 한문교육논집 Vol.33 No.-

Since 1945, in the Korean elementary schools, Chinese characters & Classical Chinese education had been performed through the various methods till 1969. In the elementary schools, abolition of Korean Classical Chinese education resulted from the partial revision of the curriculum which revised on Sep.,1969 & executed from the 1st semester in 1970. Since then, Chinese characters & Classical Chinese education hasn`t been performed till now as the regular course in the elementary schools. However, `School Discretionary Activities` was newly established in the elementary schools through the 6th curriculum, notified in 1992 & executed from 1995, and `Activities including Chinese Characters, Computer & Elaboration` were exemplified as the educational activities to be used. So, though restrictively, Chinese characters & Classical Chinese education came to be possible. But. in the 7th curriculum, notified in 1997 & executed from 2001, such exemplification provision was again deleted. So, till now, in the elementary schools, it`s the situation that Chinese characters & Classical Chinese education is being executed creepingly at the regional office of education or a schoolmaster`s discretion without any base on the curriculum or being put on the markets of private education. In the Korean middle schools, Korean Classical Chinese began to be instructed as the independent subject from the 2nd semester in 1972. Before then, Korean Classical Chinese had been instructed partially as the part of Korean Language or never instructed. Firstly, `Korean Classical Chinese Guidance Principle` was presented from `Learning Guidance Principle in the Wartime` of The Ministry of Culture & Education`, announced on Feb. 1951. And then, The Ministry of Culture & Education selected 1,000 Chinese Characters recognized as necessary in the everyday life, allotted 300 Characters for the 4th·5th grade in the Elementary each, 400 Characters for the 6th grade, and made such restrictive Chinese Characters of 1,000 letters apply to the middle schools. And then, in the 1st curriculum notified on Aug., 1955, `Chinese Characters & Chinese Character Words Learning in the middle school` was contained in the Korean Language curriculum in the middle schools, and Chinese characters & Classical Chinese education was described as one of the sub contents areas of Korean Language curriculum. And, also in the 2nd curriculum notified on 15th, Feb., 1963, Korean Classical Chinese was contained in the Korean Language curriculum in the middle school, and described as one of the contents areas of Korean Language. However, in the partial revision of curriculum in 1969, provision of `Chinese Characters & Classical Chinese Guidance` was deleted from the Korean Language curriculum in the middle school, so Korean Classical Chinese education was abolished completely in the middle schools. And then, by the Enforcement Ordinance of the Educational Act notified on Feb.,1972, a course of Korean Classical Chinese was newly & independently established, so it began to be instructed officially as the independent course from the 2nd semester of the year. Since that, from the 3rd curriculum notified on Aug., 1973 to the 5th, in the middle schools, Korean Classical Chinese was instructed as the required subject for 1 hour a week in the 1st, 2nd, & 3rd grade each. However, in the 6th curriculum notified on June, 1992 & executed from 1995, in the middle schools, Korean Classical Chinese became an optional course, and such a situation has continued till now without great changes. In the Korean high schools, Korean Classical Chinese began to be instructed as the independent course from the 2nd semester in 1972 as the same as in the middle schools. Before then, high school Korean Classical Chinese was instructed as the part of Korean Language education. Even in the partial revision of curriculum in 1969 which abolished Chinese characters & Classical Chinese education in the elementary & middle schools, in the case of the high schools, Korean Classical Chinese in `Korean LanguageⅡ` of the general high school was increased from 6 to 8 unit rather than deleted Chinese Characters education from Korean Language Ⅰ. So, it was instructed as the part of Korean Language education as well. And then, by the Enforcement Ordinance of the Educational Act in 1972, Korean Classical Chinese course was newly & independently established. From the 3th curriculum notified in 1973 to the 5th, Korean Classical Chinese was instructed as the independent course, in fact, as the required course in the high schools. However, in the 6th curriculum notified in 1992, Korean Classical Chinese was changed into the required subject by course in the high schools. In the high schools, a required subject by course means an optional subject which city·province office of education must select for students belonging to the pertinent office to complete. Eventually, in the 6th curriculum, Korean Classical Chinese course came to be an optional subject both middle·high schools. Such a situation is the same as the 7th curriculum & 2007 revised curriculum. In other words, in the 7th curriculum, high school Korean Classical Chinese, as the optional subject of the 2nd & 3rd grade, was established as `Korean Classical Chinese⑹` in the general selective subject group, and as `Korean Classical Chinese classics⑹` in further selective subject group. And, in the revised curriculum in 2007 as well, as the optional subject of the 2nd & 3rd grade, it was established as `Korean Classical Chinese I⑹`, `Korean Classical Chinese II⑹` in general cultural subject group(Korean Classical Chinese, cultual studies).

2015 개정 중학교 역사 교육과정의 내용 구성 방식과 그 특징

남한호 ( Nam Han-ho ) 역사교육학회 2016 역사교육논집 Vol.60 No.-

Contents of 2015 revised history curriculum secure sequences of middle and high schools and are rationalized so are constructed depending on logic to lighten the academic pressure. In content organization, middle school history is organized by focusing on a subject, so is different from Korean history in high school constructed with syntax structure focusing on political history. In content construction, middle school history, Korean history in high school, world history, and East Asian history are divided into five fields, and a method that big idea(key concept) is made as an organizer of contents so is made as the central axis penetrating grade is selected. Five results that content construction of 2015 revised middle school history curriculum is analyzed by focusing on characteristics and problems of key competencies becoming a reference frame of a curriculum, big idea playing a role of a content organizer, and validity of content construction focusing on a subject can be arranged. First, a clear concept of key competencies is not agreed yet. In addition, there is no significant differences between key subject competences suggested in a history curriculum and historical thinking, and key subject competences are also impertinent to be made as standards of content selection and construction of a curriculum. Second, ‘big idea(key concept)’ suggested as a frame of content construction is a super ordinate concept involving various concepts, so content elements based on individually historical truths are selected as key concept in comparison to a constituting principle of a curriculum enabling deep learning as an organizer combining fields in a subject, so it goes against a principle of a curriculum. Key concept constituting fields has the meaning of simple content elements, and is closer to characteristic as a subject rather than a concept. In addition, it is difficult to find a community combining Korean history and world history, and the meaning as an organizer connecting historical contents is weak. Third, the intention to constitute historical contents in middle school by focusing on a subject is to differentiate contents in middle school from contents in high school. However, when a study on a sequence method is referred, it is organized by focusing on a subject in middle school because syntax structure understanding the flow of history is better fitted for a method retrogressing an understanding of students in middle school. A subject is the meaning as learning experience that students can investigate a particular subject deeply in the learning process rather than a content construction principle of a curriculum, so is impertinent to be made as a content construction principle of a curriculum. Fourth, if detailed purposes, field system table, and achievement standards of a history curriculum are examined, a difference of content construction between middle school history and Korean history in high school is not clear, and there is a problem that political history should be repeated for elementary, middle, and high schools. Fifth, a method to reduce scope and contents treated in a world history field is selected to lighten academic pressure of students. As a result, the world history field does not treat history except for Chinese history, European history, and some of Japanese history in middle school history. This is because the reality of history education is not properly understood, so finally, this will cause desolation of world history education.

학교 밖 청소년의 중학교 학력 취득 기회 제공 사례 연구:: 대구 방송통신중학교 설치를 중심으로

금지헌(Keum, Jilheon),김동심(Kim, Dongsim),정수인(Jeong, Suin) 고려대학교 교육문제연구소 2016 敎育問題硏究 Vol.29 No.1

본 연구는 학교 밖 청소년의 학업 복귀 방안 중 하나인 대구 방송통신중학교 청소년반을 중심으로 개교 준비에서부터 실제 운영까지 설치 전반의 과정을 살펴보았다. 연구대상은 방송통신중학교 교장, 교감, 교무부장을 비롯한 교사, 학생이다. 연구방법은 국내에서 단일한 사례이기 때문에 특정한 상황 속에서 갖는 복잡성과 특수성을 포함하는 행위에 대한 이해를 위한 사례연구로 진행하였다. 대구 방송통신중학교를 이해하기 위해 ‘방송통신중학교 개교 준비’, ‘방송통신중학교 개교’, ‘방송통신중학교 운영’, ‘방송통신중학교 평가’ 로 구분하여 살펴보았다. 본 연구의 결과 , 교사 중심의 상향식 절차에 따른 개교가 이루어 졌으며, 방송통신중학교가 학교 밖 청소년의 공교육 적응을 돕기 위한 대안교육을 제공 및 교사-학생간의 신뢰관계의 중요성 등의 결론을 도출 할 수 있었다. 또한 앞으로 학교 밖 청소년의 학업 복귀 방안으로 방송통신중학교 확대를 위한 교사와 학생에 대한 정책적 지원 강화 등을 제언하였다. The purpose of this study is to reveal and understand preparation of foundation and operation condition of open middle school as one of the path which is returning the public education of adolescents out of school. This study aims to provide an basic resource for establishment process of open middle school and school for dropout adolescents. This case study conducts a survey of principal, vice-principal, director of education, teachers and students in open middle school of Daegu. The method of this study was a case study because preceding research was too rare and this research was in-depth study which explore the experience of returning to public education and adaptation process as well. Based on the analysis of teachers and students’ experiences in open middle school, this stud y is divided into ‘Preparation of found establish o pen middle school’, ‘Found establish open middle school’, ‘O peration of open middle school’ and ‘Evaluation on open middle school’. The recommendations of this study are as follows: First, there is a need to support for open middle teachers. Second, that the continued support of the national level was required for operation of open middle school and dropout adolescents.

중학생의 정서문제 잠재집단 전이와 가정과 학교관련 영향요인 분석

허인화,조한익 한국교육심리학회 2022 敎育心理硏究 Vol.36 No.3

This study examined latent group transfer of emotional problems in middle school students and the effect of family and school-related variables on the latent group transfer. The subjects were 2,384 students in the first and third years of middle school in the Korean Children and Youth Panel Survey 2018, including 1,278 male and 1,106 female students. The survey classified the latent groups of emotional problems in the first and third years of middle school into three groups: the emotional problem low group, emotional problem middle group, and emotional problem high group. The low group of emotional problems in the first year of a middle school transferred into the low group in the third year of middle school (62.2%). Similarly, the middle group of emotional problems in the first year transferred into the middle group in the third year of middle school (58.3%). However, the high group of emotional problems transferred to the middle group of emotional problems in the third grade of middle school (40.2%). Family economic level, negative parenting attitude, study hours, academic helplessness, academic achievement satisfaction, and school life satisfaction were essential factors affecting the latent group transfer of emotional problems. This study is important because it categorizes latent groups of emotional problems in middle school's first and third years and examines the family and school-related variables affecting latent group transfer. 본 연구는 잠재전이분석을 적용하여 중학생의 정서문제 잠재집단 전이와 더불어 가정과 학교관련 영향요인을 살펴보는 데 목적이 있다. 연구대상은 한국 아동․청소년패널조사 2018의 중학교 1학년(1차)과 중학교 3학년(3차) 시기의 2,384명으로 남학생은 1,278명, 여학생은 1,106명이다. 연구결과 중학교 1학년 시기와 중학교 3학년 시기 정서문제 잠재집단은 모두 3개 집단으로 분류되는 것으로 나타나 정서문제 하집단, 정서문제 중집단, 정서문제 상집단으로 명명하였다. 중학교 1학년의 정서문제 하집단은 중학교 3학년 정서문제 하집단(62.2%)으로, 중학교 1학년의 정서문제 중집단은 중학교 3학년의 정서문제 중집단(58.3%)으로, 중학교 1학년의 정서문제 상집단은 중학교 3학년의 정서문제 중집단(40.2%)으로 전이되는 확률이 높게 나타났다. 중학교 1학년 정서문제 잠재집단이 중학교 3학년 정서문제 잠재집단으로 전이되는 데 있어서 가정경제수준, 부모의 부정적 양육태도, 학업시간, 학업무기력, 학업성취만족도, 학교생활만족도가 중요한 요인으로 나타났다. 본 연구는 중학교 1학년과 중학교 3학년 시기의 정서문제 잠재집단을 분류하고 전이에 영향을 미치는 가정과 학교관련 변인을 구체적으로 살펴보았다는 데 의의가 있다.

북한 제1중학교와 남북한 일반중학교 영어교과서 어휘 분석

김정렬,황서연 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.6

본 연구의 목적은 북한의 과학과 기술 분야의 인재를 양성하기 위한 제1중학교의 영어 교과서의 어휘 구성 정보를 파악하여 북한 수재 교육에서의 영어 교육의 특징을 알아보기 위한 것이다. 이를 위해 북한정보센터에 소장되어 있는 북한 제1중학교 영어 교과서의 코퍼스를 구축하고, 워드스미스 코퍼스 분석 도구를 활용해서 코퍼스에 나타난 어휘 정보를 우리나라 중등학교, 북한 일반 중학교의 영어 교과서와 비교하였다. 그 결과, 북한 제1중학교 영어 교과서에서는 우리나라 영어 교과서 보다는 어휘 다양성이 작지만 큰 차이를 나타내지 않았다. 그러나 북한 제1중학교가 북한 일반 중학교보다 약2배정도 높은 어휘 다양성을 보여 수재 교육의 차별화된 모습을 양적으로 확인할 수 있었다. 다빈도 내용어를 통한 분석의 결과, 우리나라 영어 교과서와 북한 제1중학교에서 언어 기능을 나타내는 동사들이 모두 높은 빈도를 보여 언어 기능을 균형 있게 학습하도록 제시하고 있었다. 차별적인 어휘 분석 결과, 제1중학교 영어 교과서는 우리나라 영어 교과서에 비해 영국식 철자를 더 사용하며, 이념어휘 등의 사용이 많았다. 북한 일반중학교와의 비교에서 제1중학교는 과학, 지리 관련 어휘 학습을 강조하며, 퍼즐 활동과 협력활동을 강조하는 등의 변화를 확인할 수 있다. 이 같은 특징들은 2007, 2008년 개정된 제1중학교 1학년과 2학년 영어 교과서가 언어기능통합 및 내용중심통합의 모습을 나타내고 있으며, 현재 개정·집필된 북한 일반중학교의 영어 교과서의 본보기로 앞으로 북한의 전반적인 영어 교육의 방향을 제시해주고 있다. The purpose of this study is to ascertain characteristics of English education for the gifted by analyzing the composition of vocabulary found in the English textbooks of First Middle School in North Korea. To this end, a corpus was created with the First Middle School’s English textbooks provided by the Information Center on North Korea, after which their vocabulary components were compared against those found in English textbooks at ordinary middle schools in both South and North Korea using the Wordsmith, a corpus analysis tool. Findings of the assessment showed that while the vocabulary in the textbooks of First Middle School appeared to be less diverse, differences were minimal. When compared against other textbooks used at ordinary middle schools in the North, the vocabulary used at first middle school for the gifted was twice as diverse. This demonstrates the attention that is being placed on gifted education programs. Analysis of high frequency content words appearing in the English textbooks of North Korea’s First Middle School and South Korea’s ordinary middle schools indicate that verbs which facilitate linguistic functions were of high frequency, helping target students learn their functions in a balanced manner. Analysis of discriminative words indicated that North Korea’s gifted school adopted the British English writing style by spelling words unlike their South Korean counterparts, and were more likely to use words to describe ideological concepts. Compared with the ordinary middle schools in North Korea, a shift in priorities in English education was detected: First Middle School seemed to place an emphasis on acquiring vocabulary pertinent to science and geography, with an equal focus on puzzles and engagement in collaborative activities. These are some of the shared characteristics in revised English textbooks used for first and second graders when they incorporated linguistic functions and became more content-oriented. These textbooks seem to be establishing precedent for other ordinary middle schools in North Korea in regard to the direction they should take their English education programs.

기조 발표(基調 發表) : 한국(韓國)의 한문과(漢文科) 교육과정(敎育課程)

윤재민 ( Jae Min Yoon ) 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.26 No.-

韓國에서 漢文이 獨立敎科로 敎授되기 始作한 것은 1972年 2學期 以後 中·高等學校에서이다. 그 以前에는, 初·中·高等學校 共히 漢文이 國語 敎育의 一部로서 部分的으로 敎授되거나 아예 敎授되지 못하기도 하였다. 1945年 解放 以後 韓國의 公式的인 制度敎育 內 敎育課程의 制定은 美軍政廳에 依해서 이루어졌다. 漢字 敎育과 關聯하여 美軍政廳이 最初로 시행한 조처는, 軍政廳 學務局의 ``暫定的 國語 敎育의 臨時措處``로부터라고 할 수 있다. 곧 이 조처는 初等學校 國語敎科書에서 漢字와 國文의 混用 또는 欄外 倂記를 部分的으로 許容함으로써 初等學校에서 漢字 敎育이 一定하게 施行되도록 하였다. 한편 美軍政廳 編修局이 1947년 9월 1일 제정 시행한 ``敎授 要目``은 中·高等學校에서 國語科의 補充 敎材의 形式으로 漢文 科目을 選擇할 수 있도록 하였다. 이후 1951년에 문교부는 戰時 학습방침을 수립하면서 漢字 敎育과 관련하여 劃期的이라고 할 수 있는 정책을 마련한다. 곧 이 해 9월 漢字·漢文 敎育史上 최초로 ``常用一千字表``를 제정 공포한 것이 그것이다. 이 常用漢字 1,000자는 이후 1957년 11월에 제정한 ``임시제한한자 1,300자`` 및 1972년 8월에 제정하고 2000년 12월에 이를 다시 調整 公布한 ``중·고등학교 한문교육용 기초한자 1,800자``의 선구가 되는 것이다. 1955年 8月 1日 告示된 第1次 敎育課程에서는 初等學校의 境遇에 漢字 敎育에 對한 明示的 規定을 별도로 두지 않았지만, 漢字 敎育이 如前히 施行되고 있었다. 中學校의 境遇에는 國語科 敎育課程아래에 ``漢字 및 漢字語 學習``에 대한 규정을 별도로 두어 漢字·漢文 敎育이 독립된 교과서를 갖는 하나의 과목으로 敎授될 근거를 마련해 놓았다. 高等學校의 境遇에는 역시 國語科 敎育課程아래에 ``漢字 및 漢文 指導`` 규정을 두어 選擇敎科 國語(2)의 한 領域으로 ``漢文`` 과목을 設定하였다. 1963年 2月 15日에 告示된 第2次 敎育課程에서는 初等學校의 境遇에 國語科 4學年 學年目標에 漢字 關聯 規定을 명시적으로 두어 한자 교육을 보다 강화하였다. 중·고등학교의 경우에는 제1차 교육과정에서와 마찬가지로 國語科 敎育 課程 속에 관련 규정을 그대로 두되, 漢字·漢文 敎育을 보다 강화하였다. 가령, 고등학교의 경우 ``國語Ⅰ``에서의 漢字 敎育 以外에도, 人文系 課程의 境遇 國語 Ⅱ의 한 科目으로 18單位(文法⑷, 漢文⑹, 古典⑷, 作文⑷) 가운데 漢文 6單位, 職業系 課程의 境遇 漢文 6單位를 履修하게 하였다. 그러나 1969年 9月 4日 改定되어 1970年1學期부터 施行된 敎育課程 部分 改定에서는 初等學校와 中學校의 國語 및 高等學校의 國語Ⅰ의 敎育課程에서 漢字 및 漢文 關聯 條項을 削除하여 漢字, 漢文 敎育을 아예 廢止하고 말았다. 다만 人文系 高等學校 國語Ⅱ에 있는 漢文의 境遇에만 單位數를 6單位에서 8單位로 增加시켜 존속시켰을 뿐이다. 中·高等學校에서 漢文 敎育이 復活한 것은 1972年 2月 28日 告示되고 이 해 2學期부터 施行된 敎育法 施行令에 依해서다. 이 施行令에 依하여 中·高等學校에 漢文 敎科가 獨立 新設되어, 이 해 2學期부터 漢文이 獨立 敎科로서 公式的으로 敎授되기 始作하였다. 中·高等學校 各900字씩 ``漢文敎育用 基礎漢字`` 1,800字를 制定하여 公布한 것도 바로 이 무렵인 1972年 8月 16日의 일이다. 1973年 8月 31日에 告示된 第3次 敎育課程에서부터 第5次 敎育課程에 이르기까지는 中·高等學校에서 漢文이 獨立 敎科로서 사실상 必修科目으로 施行 된 時期이다. 곧 中學校 漢文은 1, 2, 3學年 各其 週當1時間씩 必修 科目으로 敎授되었다. 高等學校의 境遇에는 漢文Ⅰ은 共通必修 또는 必修選擇, 漢文Ⅱ는 人文系 必修(但, 3, 4次 敎育課程에서는 課程別 必修, 5次 敎育課程에서는 課程別 選擇)로 亦是 사실상 必修 科目으로 敎授되었다. 1992年 6月 30日 告示되고 1995年부터 施行된 第6次 敎育課程 以後 漢文 敎科는 中·高等學校 共히 必須科目에서 選擇科目으로 轉落했다. 곧 第6次 敎育課程에서는 中學校 漢文이 選擇 科目으로 되었고, 高等學校 漢文Ⅰ, 漢文Ⅱ가 課程別 必修科目으로 바뀌었다. 高等學校의 課程別 必修 科目이란 市·道 敎育廳이 選擇해야 該當 敎育廳 所屬 學生들이 履修하는 選擇 科目이다. 結局 第6次 敎育課程에서는 漢文 敎科가 中·高等學校 共히 選擇科目으로 된 셈이다. 한편, 이 第6次 敎育課程에서 特記할 事項은 初等學校 漢字 敎育과 關聯한 條項을 添附하였다는 것이다. 곧 初等學校에 ``學校 裁量 時間``을 新設하면서, 이 時間에 活用할 수 있는 敎育 活動으로 漢字를 몇몇 다른 科目들과 함께 例示함으로써 制限的이나마 漢字 敎育이 可能하도록 하였던 것이다. 1997年 12月 30日 告示되고 2001年부터 施行된 第7次 敎育課程에서는 中學校 漢文이 敎科 裁量 活動 時間에 學習해야 할 選擇科目으로 되었고, 高等學校 漢文이 2, 3學年 選擇科目으로서, 一般選擇 科目群에 漢文⑹, 深化選擇 科目群에 漢文古典⑹으로 開設되었다. 2007年 改定 敎育課程에서는 中學校 漢文이 敎科 裁量 活動 時間에 學習해 야 할 選擇科目으로 되었고, 高等學校 漢文이 2, 3學年 選擇科目으로서 普通 敎科 敎養 科目群(漢文, 敎養科目群)에 漢文I⑹, 漢文Ⅱ⑹로 開設되었다. 그러나 2007年 改定 敎育課程은 얼마 施行해 보기도 전에 2009年 改定 敎育課程으로 다시 再改定되었는바, 이에 따르면 中學校 漢文은 選擇科目群의 하나로 되었고, 高等學校 漢文은 普通 敎科의 生活·敎養 敎科群에 漢文I(5), 漢文 Ⅱ(5)로 開設되어 있다. 한편 2009年 改定 敎育課程에서 特記할 事項은 初等學校 漢字 敎育과 關聯한 條項을 다시 添附하였다는 것이다. 곧 初等學校에서 漢字敎育을 關聯敎科(群)와 創意的 體驗活動 時間을 活用하여 指導할 수 있도록 하고, 또 學校 級別 共通事項으로 提示된 凡敎科 學習 主題 中의 하나에 漢字敎育을 包含시켜서 敎育할 수 있도록 한 것이다. In Korea, Korean Classical Chinese began to be instructed as the independent subject after the second semester, 1972 in middle·high schools. Before that, in elementary·middle·high schools, Korean Classical Chinese was instructed as part of the Korean Language or never instructed. After liberation in 1945, in the formal institutional education of Korea, the establishment of the curriculum was done by U.S. Military Government Office. In relation to Chinese Character education, the first measure by the Office was the temporary one of Korean Language education lead by the Education & Management Bureau. Through such a measure, in the elementary Korean Language textbooks, Chinese Character and the Korean alphabet`s mingling or combined recording in the margin was partially accepted so intended to implement Chinese Character education constantly in the elementary school. In the mean time, through ``Instruction Program`` enforced by the Textbook Compilation Bureau, U.S. Military Government Office on the 1st, Sep. 1947, in the middle·high schools, it came to be possible to select Korean Classical Chinese subject as the form of the complementary teaching material for Korean Language class. In 1951, the Ministry of Culture & Education established the wartime learning policy and prepared the epoch making policy on Chinese Character education. In other words, on September of the year firstly on the history of Chinese characters & Classical Chinese education, it promulgated ``The Table of One Thousand Letters in Common Use``. Such one thousand Chinese Characters in common use were the initiative of ``1, 300 Chinese Characters Tentatively Limited`` enacted on Nov. 1957 and ``Basic 1,800 Chinese Characters for Middle·High School Education`` enacted on Aug. 1972 and adjusted on Dec. 2000. In the 1st Curriculum notified on the 1st, Aug. 1955. There was no explicit provision on Chinese Character educationin the elementary school but it was still enforced. In case of middle school, through preparing a provision on the ``Chinese Character & Chinese Word Learning`` under Korean Language curriculum, it made a foundation for Chinese characters & Classical Chinese education to be instructed as the subject having an independent textbook. In case of high school, a provision was a prepared on ``Chinese characters & Classical Chinese Instruction`` also under Korean Language curriculum so set ``Korean Classical Chinese`` as the area of the selective subject of Korean Language(2). In the 2nd Curriculum notified on 15th, Feb. 1963, a provision was prepared explicitly on Chinese Character as the aim of the Korean Language class in the 4th grade of the elementary school so Chinese Character education was more intensified. In case of the middle·high schools, like the 1st Curriculum, the related provision was maintained in the Korean Language curriculum but Chinese characters & Classical Chinese education was even more strengthened. For example, in case of high school in addition to Chinese Character education under Korean LanguageⅠ, among 18 units(grammar(4), Korean Classical Chinese(6), classics(4), composition(4)), six units of Korean Classical Chinese was completed as the subject of Korean Language Ⅱ in the general course and six units of Korean Classical Chinese in the vocational course. However, through the partial amendment of the curriculum revised on 4th, Sep. 1969 and enforced from the 1st semester in 1970, in the curriculums of Korean Language for elementary and middle schools and of Korean LanguageⅠ for high school, a provision on Chinese characters & Classical Chinese education was omitted so its education was eventually abolished. Only in case of Korean Language Ⅱ for the general course of high school, the number of units of Korean Classical Chinese increased from 6 to 8 units so it was continued. In the middle·high schools, the recovery of Korean Classical Chinese education was done by the Enforcement Ordinance of the Educational Law notified on 28th, Feb. 1972 and enforced from the 2nd semester of the year. By such an Ordinance, in the middle·high schools, Korean Classical Chinese subject was newly and independently established and it began to be instructed formally as the independent subject from the 2nd semester of the year. Also, on 16th. Aug. 1972, ``1,800 Basic Chinese Characters for Education``, 900 characters respectively was enacted and notified in the middle·high schools. From the 3rd Curriculum notified on 31th, Aug. 1973 to the 5th, it was periods that Korean Classical Chinese was required as the independent subject. In other words, in the middle school, Korean Classical Chinese was instructed as the required subject for 1hour per week in the 1,2,3 grade each. In case of high school, it was also instructed as the required subject, that is, Korean Classical ChineseⅠ as the required commonly or selective essentially and Korean Classical Chinese Ⅱ as the required(however, as the required by course in the 3rd, 4th Curriculum, as the selective by course in the 5th). After the 6th Curriculum notified on 30th, June, 1992 and enforced from 1995, Korean Classical Chinese subject fell from the required to the selective course in middle·high schools. In the 6th Curriculum, Korean Classical Chinese of middle school changed into the selective subject and Korean Classical ChineseⅠ, Ⅱ of high school into the required by course. In the high school, the required subject by course refers to the selective subject which city·province educational bureaus select and then students under the pertinent bureau may complete. In the end, in the 6th Curriculum, Korean Classical Chinese subject came to be the selective subject in both middle and high schools. Meanwhile, in the 6th Curriculum, what is specially noteworthy is the adding the provision on Chinese Character education in the elementary school. In other words, while newly establishing ``Discretionary Class`` in the elementary school, Chinese Character was exemplified as the educational activity to be used with several other subjects. So, though limited, Chinese Character education could be possible. In the 7th Curriculum notified on 30th, Dec. 1997 and enforced from 2001, Korean Classical Chinese of middle school became the selective subject to be learned in the discretionary class. And, Korean Classical Chinese of high school, as the selective subject in the 2nd, 3rd grades, was opened into Korean Classical Chinese(6) in the general selective subject group, and into Chinese Classics(6) in the further selective subject group. In the revised Curriculum in 2007, Korean Classical Chinese of middle school became the selective subject to be learned in the discretionary class. And Korean Classical Chinese of high school, as the selective subject in the 2nd, 3rd grades, was opened into Korean Classical Chinese I(6), Korean Classical Chinese Ⅱ(6) in the common subject, cultural subject group(Korean Classical Chinese, cultural subject group). However, the 2007 revised Curriculum was immediately re-amended into the 2009 revised Curriculum. Under this Curriculum, Korean Classical Chinese of middle school became one of the selective subject groups. And Korean Classical Chinese of high school was opened into Korean Classical Chinese I(5), Korean Classical Chinese Ⅱ(5) in the life·culture subject group among the common subjects. In the mean time, in the 2009 revised Curriculum, what is specially noteworthy is adding the provision on Chinese Character education of elementary school again. That is, it made possible to instruct Chinese Character using the related subject(group) and creative experience activity in the elementary school including Chinese Character education into one of pan-subject learning themes presented as the common by class and school.

재일조선인 민족교육과 東京朝鮮中學校의 설립* -『도꾜조선중고급학교10년사』를 중심으로-

김인덕 숭실사학회 2012 숭실사학 Vol.0 No.28

재일조선인 민족교육과 東京朝鮮中學校의 설립 -『도꾜조선중고급학교10년사』를 중심으로- 김 인 덕 재일조선인 민족교육사에서 중등교육과 관련한 논의는 1946년 2월부터 였다. 그리고 1946년 6월부터 東京, 京都, 大阪, 神戶 등지에 중학교가 설 립되었다. 1948년 7월에는 중학교가 9개교, 학생은 3천 3백 여 명이나 되 었다. 이 東京朝鮮中學校의 개교는 순조롭지만은 않았다. 교장은 개교식 날 까지 결정되지 못하여 윤근이 임시 교장을 맡았다. 東京朝鮮中學校는 시 작되었으나 학교란 이름뿐인 상황이었고 흑판도 책상도 초기에는 마련되 지 않았다. 걸상도 없었다. 그러나 이런 현상이 재일조선인의 민족교육에 대한 열의를 식게 만들지는 못했다. 조련 주도 하에 민족교육을 하던 東京朝鮮中學校는 학교 설립 이전부 터 학생을 모집했다. 학생 모집은 1946년 9월 중순에 시작되었다. 시험은 구술로 진행되었고 남녀공학이었다. 개교 이후 東京朝鮮中學校 교사들은 수업에 적극적이었다. 그러나 절 대 다수의 교사가 해직당하여 많은 교사가 부재 상태가 된 일이 있었다. 그러나 학생들은 민족학교를 지켜냈던 것이다. 또한 東京朝鮮中學校 내 부에는 조련 조직의 내분이 연장되어 부교장과 교장 문제가 발생되기도 했다. 조련 중앙에서는 조직적인 차원에서 이 문제를 해결하고자 했다. 東京朝鮮中學校는 내부의 사상 투쟁으로 혼돈 상태에 빠지기도 했다. 조련의 지도로 조직되고 운영된 중학교이지만 사상적 대립은 감정적 대립 으로 변했고, 자리 보존 싸움이 야기되어 관련 핵심 인물이 東京朝鮮中學校를 떠났던 것이다. 창립기 조련이 주도한 東京朝鮮中學校는 교장인 윤근, 한병주, 김민화 등이 주도했다. 아울러 주요 교과목은 역사, 수학, 국어, 영어, 사회 등이 었다. 교직원 가운데는 일본인도 확인된다. 이러한 東京朝鮮中學校는 학생들의 건전한 체력 단련과 인성 도야를 위해 적극적으로 써클 활동을 유도했다. 1947년에는 야구부와 정구부가 창설되었고, 육상경기부도 적극적인 활동을 전개했다. 1949년 소프트볼부, 유도부, 농구부, 무용부 등도 결성되었다. 특히 탁구부는 다른 어떤 운동 써클 보다 가장 많은 좋은 성적을 올렸던 것은 잘 알려져 있다. 이상과 같이 東京朝鮮中學校는 재일조선인 중등교육의 이정표였다. 조 련은 東京朝鮮中學校를 설립하여 본격적인 중등교육을 통해 재일조선인 사회의 인재 양성을 도모했다. 조련 해산과 함께 東京朝鮮中學校는 새로 운 선택의 길을 가야만 했다. 그러나 조선학교 폐쇄 통고를 받은 이후에 도 임광철 교장을 중심으로 東京朝鮮中學校에서는 수업이 진행되었다. 이후 재일조선인 민족교육은 도립학교시대를 맞이했다. National Education of Korean residents in Japan and Establish of Tokyo Chosun Junior High school -In the case of the decade 『Histories of Chosun Middle and High School in Tokyo』- Kim, In Duck In history of educating Korean residents in Japan, discussing on secondary educated started since February, 1946; Tokyo(東京), Kyoto(京都), Osaka(大阪), Kobe were the place where middle school being established since same year June. On July, they had 9 schools with 3,300 students at that time. Establishing Tokyo Chosun Middle School(東京朝鮮中學校) missed on all cylinders. Principal were not appointed till the opening so that Yoon Keun named as temporary principal. Although Tokyo Chosun Middle School founded, there were no blackboards, chairs, and table. Eventually, this particular school was in name only. However, this sitation could have not poured cold water on enthusiasm that Korean residents in Japan had. Under the Korean Federation, Tokyo Chosun Middle School recruit students even before the establish school in mid of September 1946. Entrance examination were held by mouth and school was coeducation. Since establishment, teachers of Tokyo Chosun Middle School were quite active in class but most of teachers were released from duty once in a while. However, this school defences against outer forces to retain this school. On the other hand, the interior of Tokyo Chosun Middle School had a struggle between pricipal and second master. Korean Federation tried to solve this problem as systematical level. Tokyo Chosun Middle School were reduced to a chaotic state in terms of ideological conflicts. Even though middle school were operated and organized by Korean Federation, ideological conflicts turned out emotional confrontations and linked to struggles in position. In conclusion, most of key figures left Tokyo Chosun Middle School. The early year of establishing Tokyo Chosun Middle School, principal Yoon Keun, Han Byung-joo, Kim Min-wha were the central figures and main subjects were history, math, Korean, English and Sociology. Some of teachers were Japanese. Tokyo Chosun Middle School let students participate in a club activities for physical training and cultivation of personality. Baseball team and Tennis team were founded in 1947 so as Track & Field team also developed on positive lines. In 1949, Soft ball team, JUDO team, Basketball team, dance team founded as well. Especially, Table tennis team gave a good account of that compare to any other club teams. Followed details of Tokyo Chosun Middle School were the mildstone that of secondary education of Korean residents in Japan. Korean Federation planned human resources throughout Tokyo Chosun Middle School which was in earnest seconday education. With disperse of Korean Federation, Tokyo Chosun Middle School had to blaze a trail for their own. However, since the abolishment, Tokyo Chosun Middle School kept continuing at school mainly on Lim Gwang-chul. After this, natinoal education of Korean residents in Japan faced period of provincial school.

중학생의 음주정도에 영향을 미치는 요인

도은영,홍연란 한국청소년학회 2012 청소년학연구 Vol.19 No.3

본 연구는 중학생의 음주실태와 음주정도에 영향을 주는 요인을 파악하고자 수행되었다. 연구대상자는 청소년 초기와 중기의 경계에 있는 중학교 3학년으로 일반적 특성, 부모의 음주특성, 중학생의 음주특성이 중학생의 음주정도에 어떤 영향을 주는지 조사하였다. 중학생의 음주경험율은 67.6%이며, 이 중 77.0%는 초등학교 혹은 그 이전에 첫 음주를 경험한 것으로 나타났다. 술을 마시는 빈도와 양을 살펴보면 3-4잔 이상을 마시는 경우가 15.2%이며, 심지어는 10잔 이상을 마시는 경우도 2.4%나 되는 것으로 나타났다. 한 달에 1번 내외 혹은 그 이상 자주 술을 마시는 경우도 7.6%가 되는 것으로 나타났다. 하지만 음주예방교육 경험률은 전체 학생의 33.9%밖에 되지 않는 것으로 나타났다. 중학생 음주정도에 영향을 주는 예측요인은 음주기대, 음주태도, 담배 혹은 약물사용, 자녀의 음주에 대한 부모 태도, 한 달 용돈, 생활만족도인 것으로 나타나 향후 음주예방교육 프로그램 개발에서 이러한 요소들을 고려하여야 할 것으로 사료된다. Purpose: This study was conducted to offer some scopes those are needed to develop the strategy for preventing drinking of middle school students. Method: Specifically, the factors affecting on middle school student’s alcohol use were analyzed based on the survey carried out between May 7 and May 20 of 2008 with self-reported questionnaires. The sample consisted of 605 middle school students in G city. Findings: 1) 66.12% of the students had no education about drinking, implying that drinking prevention education is not properly done in middle schools. 2) 67.60% of the middle school students have experienced drinking. Among those who have drinking experience, 58.19% experienced first drinking during the middle school which is the highest ratio. Also, 36.92% answered that they had experienced first drinking by their parents and 45.97% answered that the alcohol was acquired at home, which are the highest ratio in both answers. 3) Stepwise multiple regression analysis revealed that the predictor of drinking experience of middle school was smoking and drug abuse, parent's attitude about the drinking of middle school students, life satisfaction, amount of allowance, alcohol expectancy and attitude. Conclusion and Recommendation : These results demonstrate that drinking problem is severe in middle school students. Thus, it is recommended that drinking prevention programs for middle school students should be developed in consideration of the various factors affecting on the drinking of middle school students, including those investigated in the present study, and the effectiveness of those programs should be assessed.

중학교 전환을 위한 부모교육 프로그램이 초등학교 장애아동 부모의 중등전환 양육스트레스, 진로지도효능감, 가족역량강화에 미치는 영향

서혜연,이숙향 한국정서행동장애학회 2019 정서ㆍ행동장애연구 Vol.35 No.3

The purpose of this study was to examine the effects of a parental education program for transition to middle school on parenting stress in transition to middle school, parent efficacy of career guidance, and family empowerment in parents of elementary school children with disabilities. The participants in this study were 24 parents of children with disabilities in the fifth and sixth grade of elementary school located in the Province of Gyeonggi-do. The participants were placed into 12 parents in the experimental and control groups, respectively. The parental education program for transition to middle school was composed of 5 content elements: Understanding of transitional children, providing information about middle school and community social service, adaptation skills related to transition, sexual education and career guidance. The program was implemented on 10 sessions for 3 months at the researcher's school. The results of this study showed that a systematic parental education program for transition to middle school reflecting the needs of parents is effective in reducing the parenting stress related to middle school transition of parents with disabilities and improving parent efficacy of career guidance and family empowerment level. This study is significant because it developed a systematic parental education program focusing on the difficulties and support needs of parents at the time of middle school transition, and proved the positive effects of the program by implementing it for the parents of children with disabilities in upper elementary school. 본 연구에서는 초등학교 장애아동 부모에게 중학교 전환을 위한 부모교육 프로그램을 제공하고 이것이 중등전환 양육스트레스, 진로지도효능감, 가족역량강화에 미치는 영향을 알아보고자 하였다. 본 연구를 위하여 경기도 S시 관내 일반초등학교에 재학 중인 장애아동의 부모 24명(실험집단 12명, 통제집단 12명)이 참여하였다. 본 연구의 중학교 전환을 위한 부모교육 프로그램은 전환 관련 선행연구를 바탕으로 전환기 자녀이해, 상급학교 및 지역사회서비스 정보, 전환관련 적응기술, 성교육, 진로지도의 총 다섯 영역으로 구성되었으며, 3개월 간 총 10회기에 걸쳐 진행되었다. 연구결과, 중학교 전환을 위한 부모교육 프로그램에 참여한 실험집단 부모들의 중등전환 양육스트레스가 유의하게 감소하였으며, 진로지도효능감과 가족역량강화 수준이 유의하게 증가한 것으로 나타났다. 본 연구는 초등학교에서 중학교로의 전환 시기 부모의 어려움 및 지원요구에 초점을 맞추어 장애아동 부모를 대상으로 체계적인 프로그램을 개발 및 실행하였을 뿐만 아니라, 중학교 전환을 위한 부모교육 프로그램이 장애아동 부모에게 미치는 긍정적 효과를 확인하였다는 점에서 그 의의가 있다.