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An Analysis of Korean Research Trends in B. Reimer’s Music Education Theory
최은아 한국음악교육학회 2019 음악교육연구 Vol.48 No.3
This study aims to analyze Korean research trends in B. Reimer’s music education theory and explore their implications in the field of music education in Korea. To do so, 86 studies published between 1988 and 2018 were analyzed based on type of study, period of publication, research method, and research topic. From this study, suggestions can be extracted as follows: More in-depth studies are necessary on the philosophical/ aesthetic background of Reimer’s music education theory, and various research methods should be applied to verify the theory’s effectiveness. Finally, it is important to establish a Korean music education theory based on an understanding of and reflection on music education in Korea.
최은아 한국유초등음악교육학회 2009 음악교육 Vol.10 No.-
The purpose of this study is to reflect on educational values in Hanslick’s idea of absolute music. If we define education as a process to promote to live a meaningful life by having insight for the essence of himself and the world around him, the educational values in Hanslick’s idea of absolute music implies is by no means slight. These values can be summarized into following items. First, the contemplative attitude mentioned by Hanslick, that is, listening to the form of music itself attentively, has influenced the methodology of music education. The attitude considering the object not as a tool but as a goal itself can plays a significant role as a counterbalance in criticizing and complementing the prevailing pragmatic attitude. Second, the imagination is aroused by the beautiful leads us to contemplate on the form as an ideal and to provide penetrating insight for the inner world of the human beings. Especially, the assertion that it is possible to have a hunch for the ideal through musical experience can be only made by the idea of absolute music. Third, the beautiful in music leads us to balance the immanent human faculties in order to be an autonomous being. This is an ideal pursued by not only the music education but also the education as a whole. The idea of absolute music shares both positive and negative aspects with other idealistic attitudes. It is necessary to keep in mind the proper scope of application and its limitation. An ideal should not be a mean to eliminate other possibilities, but a guiding star for proper decisions. In this sense, Hanslick’s idea of absolute music is an important basis of raison d’être of music education.
최은아 한국음악교육공학회 2012 음악교육공학 Vol.- No.14
The purpose of this study is to explore the integrated teaching method of music and ethics for feeling education with a focus on fifth graders. For this, I first tried to examine the nature and the virtue of feeling. I focused on the aspect of the activity as well as the passivity in feeling and the point that feelings are not only the response to the external stimulus but also the spring of various behaviors. Especially, dimensions of feelings classified by Max Scheller are full of suggestions. They are living feeling, mental feeling, metaphysical feeling. And then I searched the status of feeling in music and ethics. In music one of goals of education is to cultivate, extend and refine feeling through an aesthetic experience. In ethics the role of moral emotion is very important because it is the starting place for moral understanding and moral behavior, and the strategy for tuning between them. Finally, I suggested goals and contents of the integrated instruction of music and ethics for feeling education, based on analyzing the revised curriculum in 2007 and 5th grader's textbooks for ethics and music. The goals of the integrated instruction are as follows; to understand and have an insight into one's feeling through listening to music or singing, to express oneself's feeling and sympathize the other's feeling through singing or playing the musical instrument, to enjoy the pure pleasure for appreciating the beauty of music. 본 연구는 초등학교 5학년을 대상으로 감정교육을 실시하기 위한 과정으로서 음악과 도덕의 통합지도방안을 탐색하는 것에 목적을 두고 이루어졌다. 본 연구에서는 무엇보다 감정이 수동적일 뿐 아니라 능동적이며, 생물학적․실용적일 뿐 아니라 도덕적․형이상학적일 수 있다는 전제하에 감정의 본질과 음악교과 및 도덕교과에서 논의되는 감정의 문제를 고찰하였다. 이어 2007 개정교육과정의 내용과 이에 따른 음악과 도덕의 교과서를 살펴본 후, 초등학교 5학년을 대상으로 감정을 주제로 하는 음악과 도덕의 통합지도목표를 설정하고 이에 따른 교수-학습내용을 예시하였다. 본고에서 설정한 통합지도목표는 다음과 같다: 첫째, 음악을 들으며 여러 가지 감정을 느끼고 자신의 감정을 보다 깊이 이해하도록 한다. 둘째, 음악을 통해 자신의 감정을 표현하고 타인의 감정에 공감할 수 있도록 한다. 셋째, 음악작품의 아름다움에 대한 감정을 느끼고 아름다움을 추구하는 태도를 형성한다. 음악과 도덕은 눈에 보이는 실용적인 결과보다 눈에 보이지 않는 내면의 변화를 추구한다는 점에서 근본적인 공통점을 가지고 있다. 음악에 대한 심미적 경험을 통해 길러진 감수성은 도덕적 감수성의 바탕이 될 수 있으며, 도덕적 감정은 음악을 통해 수용․표현될 수 있는 것이다.
최은아,정계숙 한국보육지원학회 2015 한국보육지원학회지 Vol.11 No.5
The purpose of this study was to explain the process of meaning construction on children’s happiness by mothers with young children. The study participants were 16 mothers with young children. The data were collected through the interviews which were conducted during 10 months from March, 2013 to December, 2013. The Data were analyzed according to a grounded theory methodology. The process of meaning construction on children’s happiness by mothers included 4 stages, which are as follows. ‘Following inseparated social desire and demands’, ‘Looking around my desire and children’s happiness’, ‘Rearranging interlacing desire’ and ‘Going to find my children’s happiness and my happiness’. And the stages were interacting mothers’time perspectives and diverse ecosystems. Based on the results, the study discussed the characters of interaction on time perspectives and parenting, and discussed influences of meaning construction on happiness.