敎育大學 美術科敎育 實技能力 仲張方案 : 實態調査 分析을 通하여

梁哲模,沈鳳燮,金鍾根 釜山敎育大學 1987 부산교육대학 논문집 Vol.23 No.1

進步主義 敎育과 本質主義 敎育의 比較 硏究

李元必 釜山敎育大學 1970 부산교육대학 논문집 Vol.6 No.2

More than twenty years have already passed since Korean education began its own progress towards the democratic education, having got rid of the traditional education under the Japanese control of colonization. During these years we have imported and have directly experienced the progressive education. But it has been found that the progressive education which is one of the streams of educational thoughts prevailing chiefly in the United States cannot serve the purpose of Korean education because the tradition, the custom, the ways of living, etc. of the United States are fundamentally different from ours. And so it is the writer's belief that the proper time has arrived for us, educators, to consider again and judge again the fact of having imported the idea of progressive education without deep consideration. Under these circumstances, through this study, the writer wants to compare the progressivism with the essentialism, reconsider the Korean education, and finnally find out some suggestions for the development of the democratic educational theory and philosophy fitted to the Korean situation. As a conclusion of this study, some suggestions are given below by the writer. These suggestions should inevitably be included in the theories of Korean education in order to have an educational philosophy most fitted to the present situation of Korea. 1. Personal dignity must be emphasized in the education. 2. Education that endeavours to encourage the social cooperation is most desirable. 3. The ultimate goal of the education should be directed to elevating the democratic charactor of the students. 4. Social concerns and social desires should be the stressing point of the education. 5. Classconscious education should be replaced by the general education for all. 6. Education should be built upon the life and the experience of the children. 7. Teaching the students how to organize things and how to think effectively is important. 8. We should put more emphasis on the hard-working habit of the children than on the interest of them.

成人敎育의 觀點에서 본 社會敎育의 實踐方案

金明澈 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1

In a rapidly changing society non-formal education is generally defined as systematic educational activity for both adult and youth after compulsory education. But the present study has focused on only adult education. Non-formal education for adults largely includes five categories such as education for the illiterate, liberal studies for adults, civic education, vocational training and the best use of leisure time. Adult education absolutely differs from formal education for young students in a variety of age, sex, school and vocational career, value, attitude, etc. This variety naturally requires us to make proper and efficient programs for adult education. Furthermore based on peculiar methods of in-service training for high-level government officials the conclusion is as follows: 1. Non-formal education program for adults ought to be sharply improved and reinforced systematically by request of rapidly changing society. 2. 'Lecture-centered' teaching method of non-formal education including in-service training for government officials should be changed into 'participation-centered' teaching method which is characterized by learner's voluntary activities such as discussion, seminar, case study, orienteering, sensitivity training, etc. 3. Excellent instructors and good facilities as well as scientific study must be continuously provided in order to support practice of 'participation-centered' teaching method mentioned above.

實科敎育의 效率化에 關한 硏究 : 國民學校 工業工作 敎育을 中心으로 with reference to the Technical and Craft at the Primary School

李時元 釜山敎育大學 1981 부산교육대학 논문집 Vol.17 No.1

We are preparing and carring out the intensified vocational education as the policy to develop ,man-power in order to adapt to the highly industrialized society. This stydy is investigated to find out the effective method of vocational training education of primary school which is the basic vocational training education. The results of this study are as follows: (1) The taxt book with contents suited the should be edited for the effective vocational training education. (2) The basis of the technical and craft education should be carried out with the same part of art course. (3) The teaching materials must be reorganized. (4) It is a very urgent problem to be improved the teacher's quality. (5) Teacher's positive guidance attitude should be established. (6) In oredr to miprove the class standard, a proper plan should be considered. (7) It is absolutly necessary for the vocational training education to be expanded the school facilities. (8) It is a very urgent problem that we enlighten the parents about the importance of technical and craft education.

世界主要國의 初等敎員 養成敎育에 관한 比較硏究 : 韓國初等敎員 養成敎育의 現況과 問題點을 中心으로

李元必,金仁洙 釜山敎育大學 1975 부산교육대학 논문집 Vol.11 No.1

The purpose of this study is to present the improvement and the problem in srguments encouraging the primary school teacher cducation. This its system and curriculum, the relation between supply and demand are separately argued compared with foreign cases. The results of the study can be summarized as the following(about its improvement): ① Comprehensive institutes or universities are to be inevitablely established and four-year-course teachers' colleges as training organization of primary teachers is to be build urgently. ② The test of aptitudes or personalities available for teachers is regulated as selections of students, and the national organization of controling candidates should be instituted. ③ Professors can replenish the lack of the knowledge for action through the action researches. ④ It is important to keep the structure of curriculum as a whole well-balanced the person of chindren, the specialist, the genuine teacher. ⑤ In the professional courses the dual structure for instruction-al method and the direction of children should be contributed to the regular works of teachers. ⑥ It is necessary that conduct excises for student teacher sectioning the stage available for, extevd its term, and regulate the qualification of directing teacher. ⑦ The supply and demand fo teachers should be accurately planned.

2010학년도 신입생 실태조사

부산교육대학교 학생생활연구원 부산교육대학교 학생생활연구원 2010 학생생활연구 Vol.30 No.-

제4차 국민 학교 국어과 교육 과정의 분석 연구

이주호 釜山敎育大學 1982 부산교육대학 논문집 Vol.18 No.1

Having analysed the contents of the 4th revised elementary school curriculum of Korean language course, the writer concludes as follows: 1. It is different from any other curriculum which has ever existed in that it attaches great importance to intelligence. This is because its contents is based on the system and fundamental concepts of modern rhetoric, literary theory and linguistics. 2. Its domain, goal, contents and description of method are systematic and so we can find consistence and unity in its arrangement. 3. Explicating its original goal in teaching korean language it may contribute to the improvement of the linguistic faculty. 4. It seems to me that it payed due regard to the actual conditions of elementary school lessons.

초등 예비교사 핵심역량에 대한 관련자들의 인식 차이 및요구 분석: B 교육대학교 사례를 중심으로

박정,유신복 부산교육대학교 미래교육원 2023 초등교육연구 Vol.38 No.1

This study is to analyze educational needs through the difference in the perceptions of those involved in education by identifying the difference in the importance and practice of professors, staff, and field teachers for the core competencies of pre-service elementary school teachers. In order to achieve the purpose of the study, 19 professors, 46 staffs, and 50 elementary school teachers, who are related to education related to students at B University of Education located in B Metropolitan City, were selected as the research subjects. Differences in perception of the importance and performance of the core competencies of B education universities were surveyed. One-way analysis of variance and paired-sample t-test were conducted to find out the difference in perception between importance and performance of education-related people, and educational needs were analyzed using Borich Need Assessment Model. The results of the study are as follows. First, First, it was found that there was a difference in perception in the importance and performance of the core competencies by those involved in education. The field teachers was the highest on the importance and performance of the core competencies. Second, in all core competencies except for multicultural-global competencies, there were significant differences in importance and performance. Third, as a result of calculating the priority of educational needs using the Borich formula, professors and staff had high educational needs for communication competency, emotional competency, and in the case of field teachers, the educational needs for emotional competency, professional development competency was high. Implications were discussed based on the results of this study. 본 연구는 초등 예비교사 핵심역량에 대한 중요도와 실행도에 대한 관련자들의 인식 차이를 파악하고 이에 근거한 요구도를 분석하여 예비교사 교육에서 중요시되는 핵심역량을 증진시킬 수 있는 교육적 방안을 모색하는 데 목적이 있다. 이를 위해 B 광역시에 소재한 B 교육대학교의 관련자인 교수 19명, 직원 46명, 현직 초등교사 50명을 연구대상으로 하였다. B 교육대학교의 핵심역량 지표에 대한 중요도 및 실행도 인식 차이를 파악하고, 이를 기반으로 한 교육요구도를 산출하였다. 구체적으로 교육관련자들의 중요도와 실행도 간의 인식 차이를 파악하기 위해 일원 분산분석과 대응 표본 t 검정을 실시하였으며, 교육요구도는 Borich 공식을 활용하였다. 연구 결과는 다음과 같다. 첫째, 관련자의 초등 예비교사 핵심역량 중요도와 실행도 각각에 대한 인식 차이가 유의한 것으로 나타났다. 현장 초등교사가 인식한 중요도와 실행도가 가장 높은 것으로 나타났다. 둘째, 관련자별로 중요도와 실행도 인식 차이를 검증한 결과, 다문화·글로벌역량을 제외한 모든 핵심역량에서 관련자별로 중요도와 실행도 차이가 유의한 것으로 나타났다. 셋째, Borich 공식을 활용하여 교육요구도 우선순위를 산출한 결과, 교수와 직원은 의사소통역량과 정서적 역량과 공감의 교육요구도가 높았으며, 현장 초등교사의 경우 정서적 역량과 공감, 교직인성 및 전문성 개발역량의 교육요구도가 높게 나타났다. 본 연구의 결과에 기반하여 대학의 역량 기반 교육과정 구성 및 개선을 위한 시사점을 논의하였다.

平生敎育의 관점에서 본 學校敎育의 民主化

金明澈 釜山敎育大學 1988 부산교육대학 논문집 Vol.24 No.1

Judging from recent social reforms future society of Korea is predicted to be fully democratized in political, economical, social and cultural aspects. Therefore it is natural and proper that schooling be also democratized and re-organized in keeping pace with social changes. But because of many problems and limits it is very difficult for today's schooling to democratize for itself. The present study has focused on attempting re-organization of schooling into life-long education system on the basis of many kinds of articles and books concerned. 1. Schooling as one of life-long education system should put its primary goal on acquisition of motivation and potentiality which enable students to continue their own education after graduation from school. 2. School curriculum should include a variety of practical subjects related to daily life, and general principles as well as basic conception of each knowledge should be taught in classroom. 3. Teacher-centered teaching method should be substituted for students-centered one like self-directed learning, and self-evaluated system is desirable for their continuous learning. 4. Government and school authorities should legally and substantially support open education system and freer use of school facilities and materials for the benefit of community residents.

실과교육과정 변천에 의한 가정생활교육 내용의 변화에 관한 연구

상정기 釜山敎育大學 1992 부산교육대학 논문집 Vol.28 No.1

The transition of the practical arts education curriculum and instructional content for home life education by the change of curriculum in elementary school (from the 1st to the 5th revision) through the elementary textbook (1955, 1963, 1974, 1984, 1990) can be summarized as follows: 1. The transition of the instructional content for the practical arts education by the change of the practical art education curriculum (1) The guiding field of practical arts was extended from home economics, engineering, gardening and agriculture, commercial accounts, and fish feeding to computer. (2) The guiding field of the educational curriculum was changed into the study process-oriented. 2. The transition of the instructional content for home life education (1) Time Management: Planning time schedule centering around work time took concrete shape of the level of planning, the level of making time schedule, implementing of the plan and evaluating of the result. Organization was enlarged by the interrelation with other resources. (2) Family life and manners: The function of family came to be placed under the control of social studies. Functional education of taking a share in household affairs centering around the family role was strengthened. Daily manners were weakened. On the other hand event etiquette was emphasized. (3) Preservation of health sanitation: Home nursing and body cleaning were replaced by environmental sanitating of clothing, food and housing. Safety supervision was added. (4) Money Management: The education of consumer on the wisdom of spending pocket money and reasonable consumption, instead of running and using bank, was emphasized. (5) Suggestion: The education of the use of resources-human resource, economic resource, environmental resource-should be emphasized.