특기·적성 미술교육의 효율적 운영과 개선방안 : 초등학교를 중심으로 = A Study of the Effective Management & the Plan for Improvement of Specialty Aptitude Fine Arts Education in Elementary School

다국어 초록 (Multilingual Abstract)

On the educational activities of the elementary school, the specialty aptitude education which has an important interaction with textbook activities is an educational policy that was generally applied to elementary school and middle school. This name was changed from 'educational activities after school' of the Education Reformation Plans in May 31, 1995 to the specialty aptitude education in connection with educational aims.
The Ministry of Education and Human Resources Development showed four aims together with the specialty aptitude education activity and management plans to the province and the city branch office. I investigated and analyzed the specialty aptitude educational problems which are being enforced at present with four aims. I presented some basic tips on this study to activate the specialty aptitude that was high interested latest after exploring the effective management and developmental reformation plans. The subjects of this study are students, students' parents and tutors who attending the specialty aptitude class in seven elementary school in Gimcheon. Consequently, I observed whether the results are reaching to the four aims which were presented from the authorities. Here are some outcomes by four aims.
First, we should provide the student with the chances which are able to extend students' aptitudes and hobbies. As a result of the first aim by students' investigation, we should be in a hurry with developing various programs but don't have enough time. To be a creative learning with thinking of the students' interest, concerning, personal difference which are the 7th curriculum basic directions, the authorities have to supply every school with the fine arts classroom, the materials which can be applied to the class variously, and the class which can use the computer. In these educational environments, the student will be a help to develop their characters and aptitudes.
Second, we have to solve the problems of the personal costs about the education as the educational problem of our country. According to the investigation of the students' parental recognition about this problem, we had cut down the personal costs but some schools has been less effective than the personal institutes at the point of the operation. To improve this, the tutor try to make a high quality class and to come true the quorum-individual class. After then, the students' parents should depend on the authorities.
Third, we have to promote the club-centered cultures together with the specialty aptitude educational activity. To solve this, we try to open the exhibition of student work to show their cultivated abilities for one year to the teacher, the other students and their parents.
Fourth, the specialty aptitude education must assimilated the extracurricular activities into school curriculum in order to use school facilities and local, social and personal activities to the maximum. To accomplish this, school have to make an effort to develop the specialty aptitude education for students with using the human and physical resources.
As a result, the specialty aptitude education is operated effectively when these aims are gone well with. To progress the tutors' practicing will, the enthusiastic attitudes for class and their abilities, the authorities should make the tutor educate in the training center periodically. If teachers, parents and authorities are interested with this specialty aptitude education continuously, the students will take the high quality class with satisfaction and enjoyment.

목차 (Table of Contents)

• 목차
• Abstract
• I. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구의 범위 및 방법 = 3
• II. 특기· 적성교육의 이해 = 4
• 1. 특기·적성 교육 의 개념 = 4
• 2. 특기·적성 교육의 전개 및 도입배경 = 5
• A. 미술 교과 과정의 기본방향 = 5
• B. 현행 초등학교 미술과 교육 과정의 배경 = 6
• C. 내용 체계 = 8
• III. 특기· 적성 교육의 현황 = 10
• 1. 특기·적성 교육활동의 국내의 경향 = 10
• 2. 특기·적성 운영 계획 = 15
• 3. 특기적성 교육의 운영 실태와 분석 = 18
• 4. 특기적성 교육의 기능문제 = 37
• 5. 교사의 학습지도운영에 대한 자율성 = 41
• IV. 특기적성 교육의 활성화 방안 = 51
• 1. 특기적성교육의 학습진행의 방법의 활성화 = 51
• 2. 7차 교육과정의 자기 주도적인 학습법 = 54
• 3. 창의적 프로그램계발의 활성화 = 55
• V. 결론 = 62
• 참고문헌 = 64