초등무용교육의 전망과 과제

서예원 ( Suh Yewon ) 한국무용예술학회 2013 무용예술학연구 Vol.40 No.1

The purpose of this study was to examine the needs of art education and suggest the value and function of dance education as an art education, and propose the agenda for activation of dance education. Dance education in elementary schools has two important meanings: First, it helps elementary students to develop cognitive, temperamental, physical, and social abilities to convey their ideas and feelings by movements and second, it is above all a creative art education. Based on these values, this article presents the current conditions of dance education which is associated with physical education in elementary schools and suggests a few agenda to proliferate dance education in elementary schools. First, Dance education in elementary schools for now is not independent of physical education as a curriculum. It should gain its independence from physical education to recover its own educational values as an art and aesthetic education. Second, It should develop diverse teaching-learning methods and educational contents of dance education. And It should develop diverse teaching-learning media of dance education, dance image data and record dance music. Third, dance and dance programs should be included into various activities in elementary schools such as extra-curricula, experience learning, specialty and aptitude classes. After all, the purpose of an art education is cultivate creativity and imagination, communicate the relationship and complete the individuality through dance education.

무용교육표준 개발 연구

서예원 ( Suh Yewon ),조은숙 ( Cho Eun-sook ),문영 ( Moon Young ),김윤진 ( Kim Yoon-jin ) 한국무용예술학회 2013 무용예술학연구 Vol.42 No.3

The objective of this study is to define the concept and values of dance as part of arts education and to present systematic education standards. First, to explore the concept and values of dance as part of arts education, the authors analyzed the local and international dance education standards, such as the cases in the U.S. the U.K. and Australia. Second, to set the direction for developing dance education standards, the scope and levels of standards were suggested, which was also reflected in the high-impact interviews carried out subsequently. The high-impact interviews conducted with dance education specialists, dance professors and teachers were explained in details, and the requests made during the interviews with regard to education standards were reflected in the analysis process. In addition, through the intensive work by the council of experts and researchers, we were able to look into the structure/system of dance education standards, level of expectation for each standard item, plan for implementing dance education standards, and etc. Through the aforementioned process, the following dance education standards were presented: Dance education standards aim at the enlightenment of dance literacy. Here, literacy means the overall ability to read, write and comprehend/understand. Dance literacy means the integrated ability to understand the overall aspects of dance and present them in various ways. That is, to improve the comprehensive ability to speak, write, see and read through the course of experiencing, exploring and expanding the domain of dance as the objective of dance education standards. In light of this, dance literacy enables the learners to understand symbols and meanings in various dance movements and create movements of their own as a means to express themselves. In addition, it can be viewed as a concept of overall “understanding of dance,” which is to analyze, understand, appreciate and criticize the meaning of dance. Dance education standards are classified into the areas of production-execution and creation as well as response-appreciation and communication. Here, execution (dancing) touches upon the physical perception, coordination, understanding of movement elements, learning of performance principles and etc. Creation (making dance) is related to creating or composing movements, understanding expressional or creative principles, and etc. Appreciation (reading dance) encompasses the observation, analysis, interpretation, understanding of dance and etc. Communication (sharing dance) means the interchange, combination, sharing with other areas, understanding of social and cultural implications and the link to local society, and etc. Such areas of dance education standards lead to an in-depth course development based on the content and methods of the study. In other words, through a 3-step process of experience/understanding, study/discovery and extension/application, dance literacy can be obtained, which is the ultimate goal of dance education as part of arts and culture education: Here, experience/understanding is a step to experience movements through senses and cognitive understanding. Study/discovery is about experiencing, making comparisons of and analyzing various movements by further developing the first step of experience/understanding. Extension/application refers to executing dance education standards in connection and combination with other fields and other forms of arts by further developing the second step of study/discovery. Through this process, dance education standards for the educational systems of elementary and middle schools were presented, respectively. Moreover, based on the 3-step process, the levels of expectation were been suggested in consideration of the connection and links between different areas, courses and educational systems.

무용수업 전문성 기준 탐색

서예원 ( Suh Yewon ) 한국무용예술학회 2016 무용예술학연구 Vol.58 No.1

The purpose of this study was to investigate the teaching professionalism of a dance education to confirm the ability of professional dance teacher, and to offer a foundation for initiating constant effort. In order to fulfil these aims, the author investigated the concept of a teaching professionalism and standards of other fields. Base on this, the purpose, direction, standards of the teaching professionalism of a Dance Education were developed. The standards of the teaching professionalism consist of 4 large areas(knowledge, plan, practice, and professionalism), 7 medium areas, and 29 standards. This identification of the standards of the teaching professionalism. First, it confirms the professionalism development area to improve class as an dance teacher. Second, it offers the standard of developing dance teacher education program. Third, it offers the object of self-examination and research when studying and evaluating dance courses.

과학의 본질과 과학교육에 관한 구성주의적 관점

서예원 이화여자대학교 교육과학연구소 2007 교육과학연구 Vol.38 No.2

본 연구는 과학 교수학습의 복잡성을 이해하고 보다 적절하고 의미 있는 과학경험을제공하기 위한 기반으로서 과학적 지식의 본질과 과학교육에 관한 철학적 관점을 탐색하는 데 목적이 있다. 문헌연구를 통해 살펴본 결과, 전통적으로 과학적 지식은 실증주의의 영향력 하에 실재를 반영하는 객관적 진리로 여겨져 왔다. 따라서 과학교육은 과학적 지식의 암기와 표준화된 양적 측정을 통해 이루어져왔다. 그러나 과학적 지식의발생 및 발달과정의 특성에 관한 연구들은 사회적이고 주관적인 과학적 지식의 본질을밝혀주었다. 이렇듯 과학에 관한 맥락적 성격을 강조하는 철학관으로서 구성주의는 과학학습에 있어서 학습자의 인지구조와 경험의 질적 변화 및 사회적 환경과 상호작용의중요성을 강조하면서 발달하였다. 최근, 구성주의는 고도로 다원화된 현대사회의 특수성으로 인해 보다 정교한 형태의 사회문화적 구성주의로 발전하였는데 주로 권력과 문화의 측면에서 과학학습에 관한 평등성과 수월성에 문제를 제기한다. 이러한 시각은과학의 교수학습에 있어 다양한 학습자들의 관심과 요구가 사회적 주류집단의 이익에의해 간과되지 않아야 함을 강조하는 것이다. 본 연구는 진정한 과학교육을 위해 모든학생들에게 이미 규정된 동일한 과학교육과정과 방법을 적용하기보다 서로 다른 사회문화적 가치와 기대를 수용하는 방식으로 과학을 가르치고 배울 것을 제안한다 The study aims to investigate philosophical perspectives on the nature ofscience and scientific knowledge as a basis to understand the complexities ofscience teaching and learning as well as to provide meaningful science learningexperiences for learners. Through examining literature, it is revealed thatscientific knowledge has traditionally been regarded as the representative ofobjective truth or reality, under positivism. However, close examinations of howscience has developed disclose that subjective and social factors play a crucialrole in the production of scientific knowledge. By challenging the predominantview of knowledge and science, constructivism has been developed as a newphilosophical perspective by stressing the cognitive structure to be found in theindividual learner and focusing on the social factors that influence learning. Recently, constructivism has been elaborated in the form of socioculturalconstructivism, addressing the issue of equity and excellence in science learningin terms of power and culture. Such a perspective emphasizes that the voicesand interests of some groups of learners should not be privileged at the expenseof others. The study suggests that science teaching and learning ought to bedeveloped in a way to acknowledge different sociocultural values and demandsfrom diverse learners, rather than to provide same science curriculum andmethods for all of them.

미국 국가과학교육기준의 의미와 구성 체계 탐색 : 우리나라 과학교육과정 개선을 위한 시사점을 중심으로

서예원 이화여자대학교 교육과학연구소 2008 교육과학연구 Vol.39 No.1

본 연구의 목적은 우리나라 과학교육과정에 대한 시야를 넓히고 새로운 변화를 모색하기 위한 시사점을 얻기 위해 미국 국가과학교육기준의 의미와 구성 체계 및 특징을 탐구하는 것이다. 문헌 검토를 통해 얻은 연구 결과는 다음과 같다. 첫째, 미국 국가과학교육기준의 의미를 검토한 결과, 이것은 지역화된 미국 교육 체제의 특성상 모든국민에게 질 높은 과학교육을 제공하기 위해 국가 개입의 필요성이 증대되면서 등장했으며, 과학교육의 목표를 ‘과학적 소양 함양’으로 규정하고 그에 도달하기 위해 무엇을 어떻게 해야 할지 구체적 방향을 제시하고 평가하는 길잡이 역할을 담당하고 있었다. 둘째, 국가과학교육기준의 구성 및 체제의 특징을 분석한 결과, 이것은 상호 관련된 6개의 하위 기준들을 제시하고 있었다. 기준들의 특징을 살펴보면, 교사의 역할과교육이 강조되고 있고, 과학 평가와 학습내용의 범위가 확장되어 상세하고 다양한 수준에서 제시되고 있으며, 교육체제와 정책에 관한 지침을 두어 과학교육의 총체적인변화를 시도하고 있었다. 이 같은 결과를 토대로 미국 국가과학교육기준이 우리나라과학교육과정 개정에 주는 시사점을 탐색한 결과로써, 과학교육의 목표는 충분한 물적?인적 자원을 기반으로 실제적인 사회문화적 요구조사 및 연구를 통해 장기적 비전을 제시할 수 있도록 설정해야함을 제안하였다. 그리고 그러한 목표를 달성하기 위해서는 교육과정 개정의 범위가 교사 교육을 비롯한 현실적 지원 및 정책계획에 이르기까지 확대되어야함을 제의하였다. 본 연구는 그동안 우리나라 과학 교육과정의 개발과정을 반성하고, 그 과정에 교육현장의 요구를 반영한 실제적 지원방안과 정책적 결정까지 포함하도록 과학교육과정에 대한 시각이 변화해야 함을 권고한다. The purpose of the study is to explore the meaning and the structure of NationalScience Education Standards(NSES) in the United States in order to gain insightsfor science curriculum reform in Korea. Findings from the literature reviews are as follows. First, NSES appeared as theneed of national leadership increased to provide high quality science education to allstudents, in the context of highly localized education system. It serves as a guidelineof 'what and how to do' in order to achieve 'the scientific literacy,' which is theultimate goal of the science education. Second, NSES presents six interrelated standardsto attain scientific literacy. For the holistic change of the science education, thosestandards emphasize a) to identify the significance of teachers' role and the need ofprofessional development for science education reform; b) to expand and diversify theareas of science contents and the ways of assessment; and c) to provide criteria toselect school science programs as well as to determine the educational policies. The investigation of NSES provides useful insights toward science curriculumreform in Korea: a) the goal of sciences education should be established to providelong term vision, which reflects its own societal demands; b) the scope of sciencecurriculum reform should be extended to contain actual plans for teachersprofessional development, financial resource, policy making, and so on. The studysuggests that the future science curriculum reform in Korea should consider how tosupport curriculum implementation in terms of financial support and educationalpolicy based on the vision of the thing which is needed to sustain change.