한국어 교육에서 비교문학을 통한 소설교육 연구 : 베트남 학습자 중심으로

오형교 순천대학교 교육대학원 2023 국내석사

해외에서 공부하는 외국인 학습자들 경우 한국어를 배우는 많은 이유를 불문하고, 여전히 자국에 살면서 교재와 이론 중심으로 배운다. 그래서 한국어를 배우는 학습자들 중에 한국어 습득이 더디고, 학습 목표에 이르기 전에 중도에 포기하는 경우도 있다. 베트남에서 한국어를 가르치는 교사는 단순한 언어적인 기능을 넘어 한국인의 정신과 행동, 생활양식까지 가르쳐야 한다. 이러한 필요와 교육목적에 부합하는 것이 문학교육이며, 특히 소설 텍스트를 활용한 비교문학을 통해서 효과적인 성취를 얻을 수 있다고 생각한다. 첫 번째 비교 작업은 ‘응웬꽁호안’과 ‘현진건’ 작품 비교이다. 중요한 문학 기법을 알고 읽어야 더 풍성한 감상 결과를 얻을 수 있다. 두 작품에서 ‘아이러니’ 문학 장치가 발견된다. <부친의 은혜에 보답하다>에서 불효자의 이중성은 심각한 사회악이다. 반면 <B사감과 러브레터>는 인물의 이중성을 해학과 풍자로 연출한다. 두 번째 비교 작업은 ‘레민꾸에’와 ‘김승옥’ 작품의 비교이다. <무진기행>, <마지막 장맛비> 등장인물은 여러 사회 병리적 인격을 소유하고 있다. ‘도어머이’ 개방 이후 베트남 경제는 발전했지만 인간미를 점점 잃어 과거의 어느 때보다 더 좌절과 허무에 빠진다. 한국도 고향을 떠나 도시로 몰려가 저마다 편리함과 성공을 쫓아가는 사람들이지만 내면의 혼돈과 상처로 고통 받고 있다. 소설이라는 장르의 특성상 사회, 역사적 조건에 의해 영향을 받는 인간에 대한 이해는 필수적이다. 현실의 압축적 근대화에 대한 모순이 소설의 인물과 사회의 병리로 서술되고 치유의 방안을 모색한다. 이때에 요구되는 것은 잃어버린 나를 다시 찾는 여행의 서사이다. 화자는 인물들의 일탈 행동에 깊이 개입하지 않으면서 어느덧 소설의 서사는 ‘부끄러움’과 ‘합리화’로 조절되어 결말에서는 일상의 복귀로 귀결된다. 세 번째 비교 작업은 ‘응웬옥뜨’와 ‘신경숙’ 두 여성 작가의 작품비교이다. 두 소설 텍스트 모두 등장인물의 미숙함이 성숙함으로 충족되는 서사이다. 베트남 학습자는 자신의 문학과 한국 문학을 비교하면서, 베트남과 한국 문학에 나타나는 공통적인 여성의 삶을 비교하면서, 문학의 보편성과 특수성을 발견하게 된다. 학습자는 두 작품을 비교하면서 유년시절, 가족, 엄마와 같은 인류 보편적 가치를 공유하게 되며, 자신을 성찰 할 수 있는 기회를 가지게 된다. 이 연구는 한국어 문학교육에서 비교 문학적 관점을 도입하여 언어뿐만 아니라 베트남 학습자들이 한국인의 정서와 문화를 함께 이해하는 것을 목표로 했다. 비교문학은 세계화 이후 더욱 주목 받는 분야가 되었다. 낯선 타자와 조우하고 넓은 세상을 바로 이해하기 위해서는 비교 문학이 온전한 방법이라 여겨진다. 이 연구는 베트남 학습자들에게 흥미를 주는 문학교육 방안을 제안하고, 한국인 교사와 베트남 학습자 간에 소통과 상호 배움을 시도한 점에서 그 의의가 있다고 하겠다.

남·북한의 중등학교 역사교육과정과 6·25전쟁의 쟁점분석

최연정 순천대학교 교육대학원 2011 국내석사

This year is the 60th anniversary of the outbreak of 6.25 Korean War which was the tragedy of the nation. After the war, division into South Korea and North Korea became permanent and the sense of difference was more deepened. In order to restore national homogeneity, a study for each other is required. Therefore, this paper is to examine what to teach about Korean War in South Korea and North Korea. First, we examined the curriculum of history in South and North Koreas and analyzed the contents of Korean War mainly with issues. When we take a look at the curriculum of history in South and North Koreas, history course is organized together with social studies in South Korea. In addition, since “Korea modern history” and “world history” were assigned as electives in the curriculum at high school, not every student took this course. In contrast, modern history education in North Korea focused on the modern history. This modern history has been used for a good subject to praise the achievements of Kim, IlSung and “revolution history” was assigned as a subject and being taught. In terms of periodization in history, South and North Koreas are showing a clear difference. South Korea has followed the periodization according to dynasties. But North Korea has classified slave society, feudal age and the bourgeois movement as the Ancient Ages, the Middle Ages and the Modern Ages, respectively. Especially the Age showing the largest differences in South and North Koreas is the Post-Modern Ages. South Korea considered it the Post-Modern Ages after 1945, but North Korea considered it the Post-Modern Ages after ‘defeating imperialism alliance’ (1926) was formed. Many differences were shown according to volumes dealing with Korean War. In terms of the volumes being simply described, history textbooks in North Korea took much more proportions. In South Korea, the position of history courses has been weakened and the importance of history courses has diminished. Among them, in teaching related to Post-Modern history, especially importance of Korean War is getting relatively lower. In contrast, history textbooks in North Korea contain more descriptions about Korean War. The reason is not that history education is specially focused on the Post-Modern history in North Korea, but that it has been used as a means of propaganda for the achievements of Kim IlSung. Comparisons of main topics about Korean War in history textbooks in South and North Koreas showed differences in several aspects. First, it’s about ‘the origins of the War’. Second, conflicting opinions regarding other foreign troops’ entry such ‘US and UN’s entry into the war’ and ‘the Communist Chinese army’s entry into the war’ are shown according to their positions. Finally, there is another area about a massacre of civilians. This section was not addressed in more details in history textbooks in both South and North Koreas. This study demonstrated that we need to organize the terminology properly in history textbooks or academic area, because mixed use of different terms confused the students to recognize the correct view of history. In the future, research on the impact of the war as well as the unification of terminology will be developed more actively.

開化期 女學校의 設立과 歷史敎育

황수련 順天大學校 敎育大學院 2004 국내석사

This study is to address how the educational institution for woman had been founded since the introduction of the modern education in Korea, how much the history education affected the arousal of the women's consciousness, and how the shape and the direction of women's consciousness were influenced by the history education. The first modern education for women started with the establishment of EWHA Hak-Dang in 1886. And then the opportunity for education of women increased with following establishment of several governmental and private schools for women. With these modern educational institutions, the women recognized themselves as independent individuals and wanted to learn more. Those educated women participated actively in various social activities and the movement or nation salvation after the decline of the Chosun-Dynasty. In this article, the role of the history education in the evolution of the women's consciousness since the beginning of the modern education and how the history education was actually performed in the girl's schools are investigated. In Chapter Ⅱ, girl's schools established with introduction of the modern education are classified into three categories. How these girl's schools were founded and what was the purpose of the woman are investigated in this chapter. In Chapter Ⅲ, how the history education was actually done in the girl's schools is addressed by investigating the curriculum of those girl's schools, the purpose, the management and frequency of the history education, and the history textbooks. Based upon above studies, the meaning and influence of the history education in the girl's schools are summarized as follows in Chapter Ⅳ; 1. Korean woman realized the concept of the equality of man and woman through the history education after the introduction of the modern education. They abandoned the traditional concepts about relationship between man and woman by learning many activities of women in the history and eventually participated in social activities with these new ideas. 2. The history education contributed greatly to the formation of national consciousness. The history education allowed women to have the concept of national independence and anti-Japanese spirit. With these modernized concepts, the women was involved actively in the restoration of Korean sovereignty and the anti-Japanese fight when the nation met the crisis to lose its independence.

중국 소학교 어문교과서(1,2학년과정) 연구

김상은 順天大學校 敎育大學院 2004 국내석사

본 논문은 중국 소학교 ‘어문’교과서(1.2학년 과정)에 대한 연구이다. 소학교 ‘어문’교과서를 분석함에 앞서서 중국교육부가 펴낸 어문교학지침서인『어문교학대강』을 검토하였다. 『어문교학대강』은 크게 두 부분으로 나뉘는데, ‘어문’의 정의와 ‘어문’교육의 목적, ‘어문’교육의 방향을 밝힌 총론부분과 소학교 전체 6년 과정을 저학년(1.2학년), 중학년(3.4학년), 고학년(5.6학년)의 3단계로 나누어 내용과 목표를 밝힌 세부항목으로 되어 있다. 먼저 총론에서 ‘어문’은 인간이 사회생활을 영위해 나감에 있어서 사람과 사람간의 의사소통의 수단이자 사고의 수단이며 문화적 특성을 특징짓는 매체로 규정하고, 국가의 교육방침 아래 세계를 지향하고 미래사회를 열어가는 건실한 ‘사회주의’의 인간상을 기르는 것이 ‘어문교육’의 목적 및 방향으로 설정되어 있다. 전체 소학교 과정 ‘어문’교육의 내용과 목표로는 ‘말하기ㆍ듣기, 읽기, 쓰기’를 통하여 최소한의 사회생활과 평생학습을 위한 기초학습을 튼튼히 하고, 발달단계에 따라 그 난이도를 조절하고 있다. 그 가운데 본 논문의 연구대상인 소학교 1.2학년 과정 ‘어문’교육의 내용은 ‘말하기ㆍ듣기’영역에서는 보통화로 말하기, 타인의 말 경청 후 주요 내용을 반복하여 말하기, 타인과의 대화시 예의범절 등을 다루고 있으며, ‘읽기’영역에서는〈한어병음표〉숙지와 성모, 운모로 이루어진 음절을 구분하여 읽기, 상하문장의 연결 관계와 의미파악, 읽기(朗讀)지도, 30편 이상 우수한 시문 암송, 상용 문장부호 숙지, 자전찾기 등을, ‘쓰기’영역에서는 성모, 운모와 음절쓰기, 상용한자 1200자 쓰기, 필순에 따라 바르게 쓰기, 자신의 생각이나 말을 글로 쓰기 등을 다루고 있다. 단원의 내용으로는 탐구ㆍ관찰〉정서〉환경〉협동의 차례로 교과내용을 많이 편성하여 사고할 줄 아는 인간, 자연환경 보존에 힘쓸 줄 아는 인간, 더불어 살아갈 줄 아는 인간육성을 목표로 하고 있다. 또한 대만을 국토의 일부인 臺灣省으로 소개하여 어린이들로 하여금 조국통일의 순수한 꿈을 키워가게 하고 있다. 중국은 漢族을 중심으로 한 56개 민족으로 구성되어 있어서 한족과 소수민족들 사이에 많은 갈등이 야기될 소지가 있다. 그러나 단원의 내용 중에는 소수민족 풍습 중의 하나인 태族의 ‘潑水節’을 소개하여 소수민족들도 중국 국민의 일부요, 소수민족들의 풍습도 중국 풍습의 일부로 체험하게 하려는 의지가 엿보인다. 단원의 학습요소로서 학습목표에 도달하기 위한 ‘어문’교육 교수학습 방법은 다음과 같다. ‘말하기·듣기’에서는 ‘復述’이라는 학습법을 사용하여 자연스럽게 심화학습의 단계로 이끌고 있다. 즉, ‘復述’은 상대방의 말을 들은 후에 그대로 반복하여 말하게 하는 학습법으로 다른 사람의 말을 더욱 주의 깊게 듣고, 바른 자세로 듣게 하는 학습목표에 충분히 도달하게 한다. 저학년 과정에서의 ‘읽기’는 ‘朗讀’학습법으로 정확한 발음구사에 학습목표를 두어 말하기에 있어서 정확히 발음하게 하는 것과 상관관계를 맺고 있으며, 고학년이 될수록 ‘默讀’으로 독서의 효율을 높게 하고 있다. 또한 ‘읽기’에 있어서 名文章들을 暗誦하게 함으로 두뇌에 저장하여 평생을 살아가면서 활용할 수 있게 한다. 저학년 과정에서의 ‘쓰기’는 한자의 성격상 없어서는 안 될 중요한 영역이다. 한자는 글자 수가 많고, 획수가 많기 때문에 번체자의 번거로움을 피하여 간체자의 사용을 정립한 오늘날에도 끊임없는 쓰기를 통하여 ‘新習漢字’와 ‘生詞’를 익히게 하고 있다. 교과구성에 있어서 우리나라 초등학교 국어교과서는 ‘말하기ㆍ듣기, 읽기,쓰기’의 영역이 독립되어 있으나 내용면에서 서로 유기적인 관계를 맺고 있지만 중국의 소학교 ‘어문’은 ‘말하기ㆍ듣기, 읽기, 쓰기’영역이 통합적으로 이루어져 있다. 총괄적으로 말하면 저학년 과정에서의 ‘어문’교육의 목표는 발달단계에 있는 아동의 발전을 촉진하고, 학생들의 평생학습을 위하여 ‘말하기ㆍ듣기, 읽기, 쓰기’의 교육을 튼튼히 하고, 다양한 단원의 내용들을 통하여 다원화한 사회가 필요로 하는 인재 양성에 역점을 두고 있다. 中國小學的語文課程分爲三個學段: 第一學段(1-2年級), 第二學段(3-4年級), 第三學段(5-6年級), 本文主要針對中國小學一, 二年級語文課本進行硏究. 首先對中國敎育部頒布的《語文敎學大綱》中關于“語文”的定義, 敎育目標, 敎育方向等內容進行了分析; 倂對每個學段的具體學習內容和學習目標進行了說明和論述, 中國小學語文敎學內容包括“識字, 閱讀, 寫話, 口語ㆍ聽力”四大內容: 在口語ㆍ聽力方面要求學生學講普通話, 逐步養成講普通話的習慣: 能認眞聽別人講話, 能復述別人說話的主要內容; 與別人交談, 態度自然大方, 有禮貌; 在識字, 寫話, 閱讀方面, 學會漢語輧音, 能准確讀准聲母, 韻母, 聲調和整體認讀音節; 能按照筆順規則書寫漢字, 注意間架結構; 認識常用漢字1200個以上; 寫自己想說的話和觀察到的現象, 寫出自己對周圍事物的認識和感想; 結合上下文和生活實際了解課文中詞句的意思, 在閱讀中積累詞語. 其次, 對小學一, 二年級的語文敎材進行了具體分析. 中國小學語文敎材內容的編寫按照“觀察, 情緖, 環境, 合作”分成不同的單元, 編寫目的是培養學生獨立思考問題的能力, 與別人合作的能力以及增加保護環境的意識; 特別强調臺灣是中國領土不可分割的一部分, 具有維護祖國統一的愛國意識; 敎材還介紹了少數民族的風俗習慣, 其中有태族的潑水節, 以幇助學生了解少數民族的風俗習慣, 增進各民族的團結. 最后, 本文根據中國小學一二年級語文課本各單元的不同的學習要點, 探討倂提出了以下敎學方法: “口語ㆍ聽力”內容應該以“復述敎學法”爲主要敎學方法, 要求學生對所聽到的話進行復述訓練, 使學生在口語ㆍ聽力方面達到相應的學習目標. “閱讀”敎學內容可以針對高年級使用的“默讀法”, 而採取“朗讀敎學法”進行敎學, 提高學生的閱讀效率. “識字”內容則通過反復抄寫, 讓學生熟悉生詞. 綜上所述, 中國小學第一段語文課程通過對安排在語文敎材中不同單元的各種形式的敎學內容的學習, 培養學生聽, 說, 讀, 寫的能力, 使兒童語言能力在學習過程中得到飛躍. 特別强調培養學生的語文基礎和道德修養, 把學生培養成社會所需要的多元化人才.

초등학교 교사의 다문화교육에 대한 인식도 조사연구

이경희 순천대학교 교육대학원 2011 국내석사

The purpose of this thesis is to find out how the role of teachers should be for desirable multi-cultural education. To achieve the purpose, I took as subjects 200 elementary school teachers in the Sunchon school district, and analyzed their recognition of multi-cultural education according to their personal features (such as sex, age, the highest level of education, and teaching career) and their experience in multi-cultural education (such as interest in multi-cultural family, in-service programs, and existence of multi-family students in their schools, as well as in their class in charge). Teachers' recognition of multi-cultural education was studied in 4 areas: attitude, understanding, efficacy, and viewpoint. All the information collected through the questionnaire method was analyzed by using the SPSSWIN version 16.0. The statistical methods used here include frequency method, descriptives, one-way ANOVA, Cronbach's Alpha, ANOVA, crosstabs, and correlation analysis. 200 teachers at 13 primary schools in Suncheon were taken as subjects. In general, the study shows that; the respondents tend to be positive in the areas of attitude and understanding, and they are not satisfied with the quality and quantity of teachers' in-service programs on multi-cultural education and any related other programs. In the area of efficacy, many teachers responded to 'average'; it means that the efficacy is comparatively low for applying appropriate teaching methods according to the needs of multi-cultural family students and developing appropriate teaching materials for them. In the area of teachers' viewpoints on multi-cultural education, most respondents valued emphasis of human relationship primarily, and considerateness comes next. The specific results obtained in this study are; First, according to age and sex, the teachers do not show any difference in the 4 areas of recognition on multi-cultural education. Second, according to the highest level of education and (educational) experience, they show statically significant differences; teachers with higher level of education tend to be more positive to multi-cultural education, and those who have less than 5 years of educational experience showed the most positive responses. Third, according to interest in multi-cultural education, the teachers showed statistically significant differences in all areas; those who participated in teachers' in-service programs have the better understanding of multi-cultural education; the number of students from multi-cultural families provided no statistically significant differences. Fourth, as for the correlations of the 4 areas of teachers' recognition on multi-cultural education, teachers' attitude, efficacy and viewpoint are shown in direct proportion to each other; on the other hand, they are in inverse proportion to teachers' understanding of multi-cultural education. Teachers should have strong confidence that they can teach and lead their students well, and that they can practise positive influence on them. Such confidence is one of the strong factors which can control students' academic achievements. In that sense, the study tells us that it is most imminent to increase teachers' multi-cultural efficacy; teachers serve a key role for multi-cultural education so that multi-cultural education policies should be established, decided, and implemented considering their recognition of multi-culturalism.

高等學生들의 漢字實力을 向上시키기 위한 漢字敎育 方案 硏究

김지연 順天大學校 敎育大學院 2005 국내석사

本論文的硏究目的在于提出提高高中學生漢字實力的敎育方案, 作文由緖論,漢字敎育的現狀,提高高中學生漢字實力的漢字敎育的探索和結論總共四章構成. 第一章, 緖論. 提出問題硏究的必要性及硏究內容範圍. 第一節, 硏究的必要性. 1992年韓中兩國建交, 我國對中國語重要性的認識不斷提高, 認識到漢字是在東亞唯一能구通用的文字, 但我國學生的漢字水平却有所下降而經濟的發展則對學生的漢字實力提出更高的要求, 因此有必要采取措施, 提高漢字敎育水平. 第二節, 硏究內容及範圍. 介紹高中學生的漢文敎育現狀, 探索提高高中學生漢字實力的方法. 以金南東部地區一般高中學生爲硏究對象, 提出提高學生漢字實力的方法. 第二章, 介紹我國漢字敎育的現狀. 第一節, 介紹了從1945年解放以后韓字專用政策和語文政策的變化. 第二節, 我國語文政策中的漢文敎育的政策, 提出我國初高中學校的漢字敎育政策及漢文敎育課程的第六次和第七次的不同点, 幷提出第七次敎育課程中所出現的漢文敎育的現狀, 指出問題所在. 第三節, 通過對全南各學校學生的問卷調査掌握東部地區一般高中的漢字敎育現狀. 第三章, 提高高中學生的漢字實力, 首先應該具備什마改善什마. 第一節, 專業敎師的嚴重不足是學生提高漢字實力的阻碍因素. 我國15介市, 道敎育廳的敎育統計顯示漢文專業敎師的人數嚴重不足, 當前迫切需要漢文專業敎師. 第二節, 僅僅고漢文課堂解決不了常用漢字的學習問題. 强調了漢字對學生有多難, 高中敎科書應該國文, 漢文幷用, 才能解決問題. 第三節, 第七次敎育課程中漢字的初高中敎育沒能銜接上, 在敎育課程所提示的沒銜接部分的補充敎育方法實際上在高中行不通. 指出學生覺得漢字越來越難, 所以爲了改變這種狀況, 迫切需要敎育課程實行初高中的有效銜接. 第四節, 在現行制度下學生所用的漢文敎科節的內容過多, 過難. 因此需要進行改革. 第四章, 結論. 强調了漢文敎育在現代是非常重要的敎育, 作爲所有科目的工具敎科書, 是永遠與國語相同的文字. 在這介意義上, 我國漢字敎育的目的已經超過繼承, 發展過去古典文化的界限, 現在漢字敎育有其重要的其經濟价値, 這是漢字敎育的現實意義. 輕視漢字敎育是不應該的, 應該對漢字敎育進行全面檢討.

셀프리더십 향상 진로교육 프로그램이 중학생의 진로자기효능감 및 진로성숙도에 미치는 효과

이수정 순천대학교 교육대학원 2015 국내석사

본 연구는 수동적인 이론 위주의 교육이 아닌 자신에게 스스로 목표한 바를 이루기 위하여 스스로 영향을 미치고 리드하기 위해 행동하는 셀프리더십을 통해 진로를 결정하는 셀프리더십 향상 진로교육 프로그램이 진로자기효능감 및 진로성숙도에 미치는 효과에 대해 알아보고자 한다. 이러한 연구의 목적을 달성하기 위하여 아래와 같이 연구문제를 설정하였다. 첫째, 셀프리더십 향상 진로교육프로그램이 중학생의 진로자기효능감의 향상에 어떤 효과가 있는가? 둘째, 셀프리더십 향상 진로교육 프로그램이 중학생의 진로성숙도 향상에 어떤 효과가 있는가? 본 연구의 효과성을 검증하기 위하여 중학생 16명을 실험집단으로, 16명을 통제집단으로 배정하고 주1회 60분씩 총 8회기동안 셀프리더십 향상 진로교육 프로그램을 실시한 실험설계를 하였으며, 사전-사후검사 및 추후검사, 학생들의 소감문 분석을 통해 프로그램의 효과성을 검증하였다. 본 연구에서 수집된 자료는 SPSS/WIN 12.0 프로그램을 사용하여 각 하위영역과 전체문항의 신뢰도 계수를 산출하였고, 동질성 검증을 위해 독립표본 t 검정을 실시한 결과 실험집단과 통제집단 중학생의 진로자기효능감과 진로성숙도 모두 동질한 것으로 확인되었다. 실험집단과 통제집단이 진로자기효능감에 미치는 효과를 검증하기 위해 공변량분석을 실시한 결과 실험집단과 통제집단간에 유의미한 차이가 있다. 이와 같은 결과를 통해, 셀프리더십 향상 진로교육 프로그램이 중학생의 진로자기효능감을 향상시키는데 긍정적인 영향을 미치고 있음을 알 수 있다. 셀프리더십 향상 진로교육 프로그램이 진로성숙도에 미치는 효과를 검증하기 위해 공변량분석을 실시한 결과 결정성, 독립성, 확신성과, 준비성의 검사결과에서 실험집단과 통제집단간에 유의미한 차이가 있는 것으로 나타났다. 이는 셀프리더십 향상 진로교육 프로그램이 중학생의 진로성숙도의 결정성, 독립성, 확신성과, 준비성을 향상시키는데 긍정적인 영향을 미치고 있음을 알 수 있다. 실험집단과 통제집단의 목적성 검사 결과에서는 약한 정적 상관관계를 보이지만 실험집단과 통제집단간에 유의미한 차이가 없는 것으로 나타났다. 셀프리더십 향상 진로교육 프로그램을 실시한 실험집단에 추후 검사를 실시한 결과 진로자기효능감 및 진로성숙도가 높아졌으나 통제집단은 진로탐색효능감, 진로수행효능감, 결정성은 다소 높아졌으나 목적성, 확신성, 준비성은 오히려 낮아지고 진로결정효능감에서는 비슷한 수준으로 나타났다. 이러한 결과를 통해 셀프리더십은 자기 스스로에게 영향을 주어 목표를 설정하게 하고 그 목표를 달성하기 위해 자신이 할 수 있는 인지적 ․ 행동적 전략을 활용하여 자신을 긍정적인 방향으로 이끄는 구체적이고 실천적인 리더십 이론으로서 셀프리더십 향상 진로교육 프로그램이 중학생의 진로자기효능감 및 진로성숙도에 긍정적인 효과가 나타난다는 것을 보여주는 연구로서 의의를 갖는다. 진로성숙도의 하위영역중 목적성에 관련한 변인은 유의미한 차이가 없었다. 이는 중학생의 일에 대한 인식이 일을 통한 자기 개발, 대인관계 측면 보다는 경제적인 보상, 승진기회, 불안정한 고용 현실 속에서 안정적인 장래전망 등이 더 중요시 됨을 보여준다. 이는 후속프로그램에서 좀 더 기술적인 측면을 고려하여 개발되어야 할 것이다. 또한 셀프리더십 진로교육 프로그램을 활용함에 있어 다양한 지역과 다양한 사례의 분석을 통하여 다각도로 프로그램에 대한 연구가 필요하다.

중·고등학교 교사들의 다문화교육에 대한 인식 연구 : 지역특성에 기반을 둔 다문화교육의 과제와 방향연구를 위한 기초자료

임재희 순천대학교 교육대학원 2011 국내석사

The aim of this study is to analyze that there is the difference of any recognition according to the general specific of the middle & high school teacher's sex, the educational career, working location and so on, and whether he(or she) has the experience of the guidance of the multicultural family's children, the training experience with the multicultural connection and so on or not. To achieve the research aim, I establish the subjects of the study as follows. First, how do the middle & high school teachers understand about the multicultural education ? Second, how do the middle & high school teachers have the attitude about the multicultural education ? Third, how do the middle & high school teachers recognize the problem and the henceforth program about the multicultural education ? For this study, 218 teachers who have worked at five middle schools and three high schools in the eastern Jeollanamdo were examined and their recognition of the multicultural education was exmined. To research their recognition, attitude and controversial point about multicultural education I took Ttest that it is verification of average difference based upon the general specific and One way Anova. And also I took intersection analysis x²(p) in case of nonparametric test in the category data, and took a look the difference between the groups. I summarize the results of this research as follows. First, the teachers' recognition degree concerned with the multicultural education understanding generally expressed highly. However, they agreed the questions that the multicultural education is for the minority race or the emphasis of the multicultural education is caused a reverse discrimination phenomenon. This is misunderstanding and prejudice with the multicultural education, and so it will be improved as the understanding level of the multicultural education. Second, they also have their positive attitude about the multicultural education but they express their negative attitude about the more students with the multicultural background, the more business they have. Third, in the teacher's recognition about the problem of the multicultural education understanding the curriculum that didn't break from a fixed idea took the highest rate, and there was response difference about the biggest problem according to their experience that they have taught multicultural family's children or not. And they showed highly recognition of their thought without prejudice and their attitude respecting and accommodating different culture in the implication of the multicultural education and the recognition of the henceforth direction.

초등학교 열린교육의 문제점과 발전적 방안

남진숙 順天大學校 敎育大學院 2000 국내석사

The open education is a new educational movement which is designed to cultivate an initiative spirit and self-learning capability for the students of primary school. This new educational system focus on the provision of new environment that is helpful to the development of the various learning activities. In this education, the curriculum and the time-table are not fixed and the emphasis is given to the learning rather than the instruction. The previous studies on the open education have been conducted by many people. However, the current status and reality on this new educational system for Chollanamdo have not been executed with lack. Since the open education was introduced, it has been gradually expanded in Chonnam Province. The purpose of this study is to suggest a new direction and to expand the system of open education through the understanding for its reality and problems. To achieve the purpose of this study, the general understanding, operation of curriculum, form of instruction and learning, education distinction of sex, the working region and the level of experience of the primary school teachers together with the operational unit and the grade of the student are examined. The object of this research was 14 primary schools in Chonnam province. Among these schools, 7 schools are located in the urban areas and 7 schools are located in the rural areas. The 248 questionnaires were distributed and 227 were collected, which were statistically analyzed. According to the synthetic judgement of the current writer, the lack of understanding on the definition of the open education and the difficulty of reconstruction of curriculum for the open education were founded. Furthermore, due to the large number of the student, the prompt evaluation and prescription were not achieved. The various learning activities were restricted by the lack of space and facilities. Based on the recognition of these problems, the following suggestions are presented to achieve the main aim of the open education. First, the new understanding on the concept of the open education is required. Second, the various materials required for the reconstruction of curriculum must be developed and distributed, which will be very helpful to formulate the best system. Third, the various teaching and learning patterns must be developed to reflect the personality, creativity and individual character of the teacher. Fourth, the modernization of educational facilities including classroom and school should be achieved. With the high quality environment, the aim of the open education can be maximized. Fifth, the specific method of evaluation must be improved. Although the results of the education is important, the course of education should be highly estimated. In addition, it is important to note that the educational system should be developed to evaluate the personality. Finally, the number of the student must be reduced and the open educational administration should be made. For the success of the open education, the supporting system together with the teachers who are willing to contribute to the development of teaching and learning method must be available.

感性敎育 活動이 幼兒의 感性知能과 創意性에 미치는 影響

서연자 順天大學校 敎育大學院 2000 국내석사

The purpose of this study was to examine the influence of emotional education on young children's emotional quotient(EQ) or creativity. For attaining the purpose, the following research questions were posed: 1. How does emotional education affect young children's EQ? 1-1. Is there any significant difference of EQ between an experimental group, which receives emotional education, and a control group, which doesn't? 1-2. Does gender make any difference to the EQ of both groups? 2. How does emotional education influence young children's creativity? 2-1. Is there any significant difference of creativity between an experimental group, which receives emotional education, and a control group, which doesn't? 2-2. Does gender make any difference to the creativity of both groups? The subjects in this study were 40 young children who were full five years old, attending J Children's House or Y Children's House in the city of Y. An experimental group and a control group were formed respectively with 20 children. To see whether the two groups were homogeneous or not, a pretest of EQ and creativity was made. As a result of making t-test over the result of pretest, there was no significant disparity between the groups. The emotional education program was implemented for 8 weeks, 16 times. The test instruments used in this study were Yoon Hyun Suk(I997)'s EQ Test and Torrance's Creativity Test translated by Cho Sung Yeon(1990). After experiment, a posttest was conducted over the groups, and the collected data were analyzed by SPSS PC+ program and t-test. The findings of this study were as follows: First, there was a significant difference of EQ score between the experimental group, which received emotional education, and the control group, which didn't. Therefore, emotional education turned out effective for young children's EQ. Second, concerning the disparity in EQ by gender, the boy children of the experimental group got significantly better score than those of the control group. So the boy children's EQ improved more than the girl children, and the hypothesis 2 was accepted. Third, there was a significant difference of creativity score between the experimental group, which received emotional education, and the control group, which didn't. So emotional education turned out effective for young children's creativity. Fourth, regarding the disparity in creativity by gender, the boy children of the experimental group got significantly better score in fluency and elaborateness than those of the control group. But no disparity was observed between the girl childrens of the two groups. Therefore, emotional education gave an impact on improving the boy children's creativity, and the hypothesis 2-2 was accepted. The above-mentioned findings showed that emotional education exerted a positive influence on young children's EQ or creativity. The integration of diverse, concrete emotional education program into teaching-learning process or curriculum for early childhood education was expected to be of much use to developing not only young children's personality but their creativity.