교육부장관 인사청문회 질의 및 답변 전략 연구

유동훈 한국교육정치학회 2016 敎育政治學硏究 Vol.23 No.4

본 연구는 교육부장관 인사청문회 질의와 답변 과정에서 청문위원과 후보자가 각각 어떤 공격-방어 전략을 구사했는지를 규명하려 하였다. 이러한 연구목적을 달성하기 위해 제17대 국회 교육위원회에서 진행된 노무현 정부의 김신일 후보자 인사청문회와 이명박 정부의 김도연 후보자 인사청문회 회의록 내용을 Benoit & Wells(1996)의 ‘설득적 공격 및 방어 전략’을 활용하여 비교·분석하였다. 연구 결과 청문위원들이 교육부 장관 인사청문회에서 가장 많이 사용한 공격 전략은 책무관련성 강조 전략이었다. 그러나 김신일 후보자의 경우 여당(열린우리당) 의원들은 행위의 과거 수행성 또는 반복성을 강조하는 전략을, 야당(한나라당) 의원들은 말과 행동의 불일치성을 강조하는 전략을 상대당 의원들에 비해 많이 사용하였다. 반면 김도연 후보자의 경우 여당(한나라당) 의원들은 책무관련성을 강조하는 전략을 집중적으로 사용한 반면 야당(민주통합당) 의원들은 행위의 책임성을 강조하는 전략을 많이 사용하였다. 한편 두 당 모두 부정적 결과의 정도나 범위 등을 강조하는 전략은 비슷한 비율로 사용하였다. 그러나 동일한 전략을 사용한다 하더라도 한나라당은 사학의 자율성, 획일적 평등의 폐해를, 열린우리당-민주통합당은 본고사 부활 우려, 교육기회 불평등 심화를 강조하는 등 여야가 지향하는 이념 성향에 따라 강조하는 내용은 매우 달랐다. 다음으로 교육부 장관 후보자들이 인사청문회에서 가장 많이 사용한 방어 전략은 인정과 굴복 전략이었다. 그 다음으로 후보자는 지지와 보강 전략, 교정적 행위의 제시 전략을 사용하였다. 특히 후보자들은 야당 의원의 질의에 대해서는 인정과 굴복 전략이나 부정, 회피, 모르쇠, 차별화 전략을 주로 사용하여 위기를 모면하려 하였고, 여당 의원의 질의에 대해서는 지지/보강 전략이나 교정적 행위 제시 전략을 활용하여 교육 이슈에 대한 자신의 견해를 최대한 피력하려 하였다. 마지막으로 정권교체에 따른 청문위원들의 공격 전략을 살펴보면, 두 당 모두 여당이 되면 책무관련성 강조 전략을, 야당이 되면 일반적 부정, 행위의 책임성 및 말과 행동의 불일치성을 강조하는 전략을 주로 사용하고 있었다. 이상의 연구 결과를 토대로 교육부장관 인사청문회에서는 여야에 따라 청문위원의 공격 전략에 차이가 있으며, 여야의 공격 전략에 따라 후보자의 방어 전략도 달라지고 있음을 확인할 수 있었다. 또한 양 당이 부정적 결과의 정도나 범위 등을 강조하는 전략을 동일하게 사용하더라도 정당이 중시하는 가치 이념에 따라 자율과 평등 등으로 중점을 두는 내용이 달랐음을 알 수 있었다. This study aims to identify types of attack and defense strategies each candidate for the South Korean Secretary of Education took during the confirmation hearing Q&A session by using the persuasive attack and defense strategy frames (Benoit & Wells, 1996). The confirmation hearings of the Secretary of Education-designate Mr. Shin-il Kim from Moo-hyn Roh’s regime and Mr. Do-yeon Kim from Myung-bak’s regime were selected and analyzed as they were held by the same committee under the 17th National Assembly. The result shows that strategy stressing accountability is the attack strategy that the hearing committee members adopted most at the confirmation hearings. However, during Mr. Shin-il Kim’s confirmation hearing, the committee members from the ruling party (Uri Party) tended to take the strategy accused committed offensive act before while the members from the opposition party (Hannara Party) took the strategy emphasizing inconsistency. On the contrary, during the Mr. Do-yeon Kim’s confirmation hearing, the committee members from the ruling party (Hannara Party) focused on the strategy emphasizing accountability while the opposition party (Minjoo Party) took the strategy emphasizing responsibility for the act. Although both parties used the same strategies, the contents highlighted differed according to the ideology that each party upheld. For instance, Hannara Party stressed autonomy of private schools and harmful effects of uniform education while Minjoo Party focused on concerns for revival of college admission tests and intensification of inequality in educational opportunities. Another founding was that the strategy of mortification was most used by the committee members at the confirmation hearings. The candidates repeatedly used the strategy of bolstering and corrective actions. In particular, when responding to questions by the opposition party, the candidates mainly adopted mortification, denial, defeasibility, provocation, or differentiation to avoid risks and, when responding to the questions by the ruling party, used bolstering and corrective action strategies in order to express their own opinions on issues in education. Lastly, in terms of attack strategies taken by the committee members, both parties took strategies stressing accountability when either of the parties were positioned as the ruling party. On the other hand, the parties took strategies emphasizing denial, responsibility for the act, and inconsistency when either of the parties were positioned as the opposition party. Based on these findings, it was identified that according to the party’s position as ruling or opposition, there were differences in the attack strategy of committee members for the confirmation hearing, which consequently led to shifts in defense strategies of the candidates of the Secretary of Education-designate. Although both parties used the same strategy of extent of the damage, the contents highlighted such as autonomy versus equality differed according to the liberal or conservative ideology that each party upheld.

中国未来教育发展战略研究

임효례 한국교육철학회 2015 교육철학 Vol.56 No.-

Education is a driving force of social development. Knowledge and talents play a key role especially in today's knowledge-based economy society. The role of education is becoming more and more important. In order to take the initiative in the heated international competitions, some of the major countries are reviewing the educational development strategies, formulating the education development strategies based on their national conditions, and launching an 'Education Strategies'. The Government of China pushing reform and opening up since 1990s, meeting the needs in various periods of socio-economic development and coming up to the educational expectations, issued a series of policies and regulations to promote educational reform and development, which reflects China's educational development and strategic thinking in certain historical period. The paper has carried out a more comprehensive research and analysis on 'Development Strategy of Quality Education', 'Development Strategy of Education Fairness', and 'Development Strategy of Vocational Education' established by the Chinese Government which contain the historical background, strategic targets, the process of establishment, and the future tendencies of development. Under three big criteria, namely 'the need of social development', 'the experiences of advanced nations, and 'the research and awareness of the academic scholars', the paper predicts that 'Information Education Development Strategy' and 'Lifelong Education Development Strategy will be the future education trend in China. Educational development strategies of China mentioned in this essay can allow us to make better sense to what the Chinese education do.

Relationship among Perceived Learning Environment, Self-regulation Strategies, and Academic Engagement of Middle School Students in Physical Education Classes

( Kigyung Lee ),( Insoo Nam ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1

Purpose: The purpose of this study was to investigate relationships among perceived learning environment, self-regulation strategies and academic engagement of middle school students in physical education classes. Method: The subjects of this study consisted of 575(boys 279, girls 296) middle school students. The data was collected using quota sampling method. The used instruments of this study were the Lyu(2013) for measuring physical education learning environment scale, Jung & Park(2013) for measuring self-regulation strategies scale, and Lee & Lee(2012) for measuring academic engagement scale. The data were analyzed by reliability analysis, factor analysis, multiple regression analysis, and hierarchical regression analysis as a statistical method. Result: First, in the relationships between physical education learning environment and self-regulation strategies, perceived challenge environment and perceived competence environment positively influenced to use of cognitive strategy but, perceived challenge environment positively influenced to self-regulation. Second, in the relationships between physical education learning environment and academic engagement, perceived challenge environment positively influenced to vigor and absorption but, perceived threat environment negatively influenced to it. And perceived challenge environment and perceived competence environment positively influenced to professional efficacy and dedication but, perceived threat environment negatively influenced to it. Third, in the relationships between self-regulation strategies and academic engagement, use of cognitive strategy and self-regulation positively influenced to vigor, professional efficacy, dedication, and absorption. Forth, self-regulation strategies had perfect mediation effector on the relationships between physical education learning environment and academic engagement in physical education. Conclusion: In conclusions, it demonstrated that perceived physical education learning environment was closely related to self-regulation strategies and academic engagement in the physical education classes. To improve the academic achievement of a student, PE teachers need to create a good learning environment that can enhance the academic engagement and, to create the teaching- learning methods that can improve students`` self-control strategies ability.

사교육, 교육만의 문제인가?: 복지국가의 위험 분담과 사교육 선택의 대응 원리

김경년,김안나 한국교육사회학회 2015 교육사회학연구 Vol.25 No.1

Shadow education now becomes a global phenomenon. However, the extent of shadow education use shows a considerable difference by countries. Most previous studies on shadow education have focused on the problems of school and education system within countries. Few studies have approached on this issue from counties’ or society’s institutional perspective. If people receive few social wages such as public subsidy or services, people are obliged to maximize market wages from their work. Such circumstances may compel students to compete for school achievement to get higher social status and increase students’ shadow education. With this inference, this study investigates students’ enrichment use for shadow education by contrasting against countries’ social welfare system. Using the 2012 PISA data that OECD collects, this study applied for instrumental variable method to test causal relationship between the time of shadow education per week and welfare state measured with the ratio of public social expenditure to GDP. Rae index indicating party fractionalization is used for instrument variable. The analysis shows that Rae index significantly increases the ratio of public social expenditure, in turn 1% increase in public social expenditure results in 2.134% decrease in personal shadow education hours and 8.828% in countries's average hours of aggregate shadow education. This result implies that shadow education is not only related to education itself but also to social welfare system. The way countries and citizen share risks across life influences the extent of shadow education use. Lastly, we discussed institutional complementarity between welfare system and shadow education system. 사교육은 세계적으로 보편화되고 있지만 사교육 연구의 대부분이 미시적 차원에서 학교와 교육제도 내부의 문제를 주로 다루고 있기 때문에, 국가 간 차이를 사회제도적 관점에서 다룬 연구는 제한적이었다. 그러나 신직업주의(new vocationalism)가 강화되고 있는 현실에서 학력과 사회적 지위 달성 간의 연계 강화는 경쟁전략(enrichment strategy)으로서 사교육 필요성을 높여 사교육 확대를 부추기고 있다. 특히 공적 부조나 서비스 지원제도가 미비한 사회일수록 노동소득을 높이기 위한 학력 경쟁이 가열될 수 있다. 이러한 관점에서 본 연구는 사교육 활용이 국가의 사회복지제도와 관련 있을 것이라는 가정 하에, 2012년에 OECD에서 수집한 PISA 자료를 활용하여 국가의 GDP 중 사회보장비 지출 비율로 측정한 복지국가와 종속변수인 사교육 시간 간의 관계를 인과적 차원에서 분석하였다. 두 변수 간의 개념적 선후관계 설정 및 혼잡변수에 의한 추정 오류를 교정하기 위해 도구변수 방법을 적용하였으며, 복지국가에 대한 도구변수로는 각 국가의 정당 분절성을 Rae Index를 사용하여 측정하였다. 분석결과, Rae Index는 사회보장비 지출 비율을 유의미하게 증가시켰으며 사회보장비 지출의 1% 증가는 개인의 사교육 시간을 2.134% 감소시키고 국가의 평균 사교육 시간을 0.828% 감소시키는 것으로 나타났다. 이러한 결과는 사교육이 교육의 문제에 그치지 않고 국가의 복지수준과 연관되어 있기 때문에 인생에서 마주치는 위험을 국가와 개인이 분담하는 정도에 따라 그 활용 정도가 달라짐을 의미한다. 연구결과를 토대로 복지제도와 사교육제도의 상보적 관계를 논의하고 이론적, 정책적 시사점을 제시하였다.

The Effects of Metacognitive Strategy Training on Metacognitive Strategy Use and Language Achievement in Distance Education Setting in China

XU Wei 한국방송통신대학교 미래원격교육연구원 2015 평생학습사회 Vol.11 No.2

Metacognitive strategy training plays a significance role in cultivating learners’ self management ability, with the guidance to select appropriate learning strategies, make plans, self-monitor their progress, evaluate their performances and future learning directions. So far, there are lots of studies on metacognitive strategies training, but few of them focus on the empirical study with distance learners as research subjects. Therefore,it is worthwhile drawing extensive attention in distance education setting of China that how to transfer appropriate learning strategy into distance English education and improve the learning effect accordingly. The research therefore aims to make a correlational study on metacognitive strategy training with the improvement of metacognitive strategy use and language achievement in distance education. The research lasts for a whole semester from September to December, 2013, including both quantitative and qualitative study. Major findings in the study are as follows. There is positive correlation between metacognitive strategy training and distance learners’ metacognitive strategy proficiency, which can enhance learners’ use of metacognitive strategy. Furthermore, metacognitive strategy training could contribute to the improvement of learners’ language proficiency.

CIS strategy-Based Image-building of MBA Education

SUN Xin-bo,SONG You-qiang,CHEN Fa-dong 인하대학교 정석물류통상연구원 2009 인하대학교 정석물류통상연구원 학술대회 Vol.2009 No.10

At present, the competition of China’s MBA education is becoming more and more intense. Strengthening the image-building of MBA education, importing CIS strategy into MBA education, improving the core competitiveness of MBA education, and building the brand of MBA education, should become an important strategic choice to the development of MBA education. From referencing the connotation of enterprise CIS, this paper describes the significance and procedures to import the CIS strategy into MBA education, proposes some proposals about establishing and implementing MBAIS strategy, and puts forward the specific case that Northeastern University imports MBAIS into MBA education.

직업계고 창업교육 운영 전략 탐색

강경균 한국직업교육학회 2020 職業 敎育 硏究 Vol.39 No.1

The purpose of this study is to activate entrepreneurship education in vocational high schools by exploring examples of entrepreneurship education in vocational high schools. In order to achieve the purpose of this study, we analyzed the contents of vocational level in the national government programs and specialized curriculum in the 2015 revised curriculum. In addition, a multi-case study was conducted on experts to derive a strategy for vocational high school entrepreneurship education. the results are as follow. First, entrepreneurship education in vocational high school should aim to cultivate entrepreneurship and lay the foundation for technology-based entrepreneurship. Second, the entrepreneurship education can be operated as creative and self-directed entrepreneurship education in various forms by acquiring theories and functions through the vocational high school curriculum and engaging with the curriculum. Third, school enterprise type, cooperative type, and club type were derived as the types of operation to experience entrepreneurship education in vocational high school. Fourth, collaboration with members is important as an activation strategy for entrepreneurship education. Fifth, overall experience education about the start-up should be made from the production, sales, and management of objects using their own skills. Sixth, entrepreneurship education outside of school is important along with entrepreneurship education in school. Seventh, it is possible to expand the scope of support and learning by conducting linkage programs with universities, municipalities, wards and ward offices. Based on these results, it is necessary to operate entrepreneurship education as a policy of vocational high school, to establish entrepreneurship education programs, and to secure the professionalism of teachers. 이 연구의 목적은 직업계고에서의 창업교육 사례를 통하여 운영 전략을 탐색하는 것이다. 연구의 목적을 달성하기 위하여 국내 정부기관 프로그램과 2015개정교육과정에서의 전문교과에서의 직업계고 관련 내용을 분석하였다. 그리고 전문가를 대상으로 다중사례연구를 통하여 직업계고 창업교육 운영 전략을 도출하였다. 그 결과는 다음과 같다. 첫째, 직업계고에서의 창업교육은 기업가정신을 함양하고, 기술 기반의 창업을 할 수 있는 토대를 마련하는 것이 목적이 되어야 한다. 둘째, 직업계고의 교육과정을 통해 이론 및 기능을 습득하고 교육과정과 맞물려 창업교육은 다양한 형태에서 창의적이고 자기 주도적인 실무 중심의 창업교육으로 운영될 수 있다. 셋째, 직업계고에서 창업교육을 경험할 수 있도록 운영할 수 있는 형태로는 학교기업 유형, 협동조합 유형, 동아리 유형이 도출되었다. 넷째, 창업교육 운영을 위한 활성화 전략으로서 구성원과의 협업이 중요하다. 다섯째, 자신의 기술을 활용한 물건의 제작에서부터 판매 그리고 경영까지 창업에 대한 전반적인 체험 교육이 되어야 한다. 여섯째, 학교 안에서의 창업교육과 함께 학교 밖에서의 창업교육이 중요하다. 일곱째, 지역사회인 대학, 시ㆍ도ㆍ구청 등과 함께 연계 프로그램을 진행함으로서 지원의 폭과 배움의 폭을 넓힐 수 있다. 이러한 결과를 바탕으로 직업계고의 중요한 정책으로서 창업교육 운영이 필요하고, 창업교육 프로그램 마련 및 교원의 전문성 확보가 요구된다.

아동의 창의적 사고능력을 위한 표현활동의 교육목표와 관점, 교수전략의 재정향

김지영 한국유소년스포츠학회 2015 Asian Journal of Youth Sport Vol.2 No.1

The purpose of this study is to suggest a objectives, perspective and teaching strategy of dance education in relation to the expressive activity for creative thinking. First, the dance education standard of NDEO and NDA in United States were explored from the perspective of approach toward dance education for creative thinking. The modified model based on the Bloom's taxonomy and ORDER model of reflective dance education of Lavender were contemplated for the utilization of these standards as an effective teaching strategy. These models give implication on the objectives of education, perspective and teaching strategy in the expressive activity area of domestic child dance education. Second, the expressive activity with emphasis on creative thinking requires the shift in the objectives and perspective of education. In other words, dance literacy education and cultural understanding linked with human study thinking should be emphasized in the education target. In addition, the heuristic discerning eye on the potential education intelligence, which draws creative thinking and expressive ability, should be emphasized in the education perspective; instead of the innate elements such as physical power, physique and skill of a child. Third, regarding the teaching strategy of dance education on a child for creative thinking, teacher questions which draw creativity, communication method, narrative class criticism, teaching design/evaluation and learning community for expertise are suggested. 본 연구의 목적은 창의적 사고능력을 위한 표현활동과 관련하여 무용교육의 목표와 관점, 교수전략을 제시하는데 있다. 첫째, 창의적 사고를 위한 무용교육의 접근과 관련하여 미국의 NDEO와 NDA의 무용교육기준을 살펴보고, 이들 기준의 활용과 효과적인 교수전략으로 Bloom의 Taxonomy에 근거한 수정된 모형과 Lavender의 반성적 무용수업의 ORDER 모형을 고찰했다. 이와 같은 모형이 국내 아동무용교육의 표현활동 영역에서 시사하는 바는 교육목표, 교육관점, 교수전략에 관한 것이다. 둘째, 창의적 사고능력이 강조되는 표현활동은 교육목표와 관점의 전환을 필요로 한다. 교육 목표에 있어 인문적 사고를 연계한 무용 리터러시 교육과 문화적 이해가 강조되어야한다는 것이다. 또한 교육의 관점은 아동의 체력과 체격, 기량 등 선천적 요소가 아닌 창의적 사고와 표현력을 이끌어내는 잠재적 무용지능의 발견적 안목이 강조되어야 한다는 것이다. 셋째, 창의적 사고능력을 위한 아동 무용교육의 교수전략으로는 창의성을 이끄는 발문과 소통방식, 내러티브 수업비평, 교수설계와 평가, 전문성을 위한 학습공동체 등을 제시했다.

Reconceiving Theological Education

김현숙 한국기독교교육정보학회 2004 Journal of Christian education information tech Vol.0 No.5

In the face of religious and cultural pluralism and contextual changes in theological education, the nature of theological education has been confronted with serious questioning. Many scholars have criticized the clerical paradigm, the theory-to-practice paradigm, the fragmented structure of theological education and curriculum, as well as the distance from human suffering taken by theological education. These problems have resulted in a critical dichotomy between theological education and congregations, between theory and practice, between the content and process of education, as well as between the community of faith and society's problems. A need exists for bridging the gap between now separate facets of theological wholeness. This paper proposes a conversational model that requires theological education to engage in authentic conversation in order to attend to the problems of theological education. This conversational model can provide an atmosphere and an environment in which students are supported and challenged to carry on conversations with conversational partners who may have different perspectives. The model can also empower people who participate in such conversation to bridge the existing dichotomies. Moreover, guiding principles for curriculum are proposed, based on the conversational model, which foster genuine conversation in theological education. In this curriculum, conversations are carried on between theological education and congregations, between Christianity and various religious traditions, between dominant cultures and minority cultures, as well as between the community of faith and the world However, these conversations are to be conducted within an overarching conversation between the Christian tradition and human experienoe. As Taylor argues, that synchronic strategy needs to be complemmted by a diachronic strategy. In other words, a conversation with Christian tradition needs to complement these conversations between theological education and the present situation, brought about by pluralism in society. Even though the conversational model for theological education has some limitations, however, this model would be one alternative to conventional theological education, enabling a bridge between dichotomies which are prevalent in theological education.

가정교과에서 ‘생활과 연계된’ 생애 관점의 진로교육 탐색

이수희 한국가정과교육학회 2012 한국가정과교육학회지 Vol.24 No.3

The purpose of this study is to find out how career education has been positioned in secondary school home economics education, and to clarify the identity of career education as one part of home economics education. Furthermore, this study tries to give alternative teaching-learning strategies for life career education across the life span. It deals with home economics curricular and journals. It also analyses the 21 sorts of home economics textbooks and one career and vocation textbook in secondary school, which are supposed to be based on the newly revised 2007 curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, career education has been positioned as one part of home economics education. Second, both career and vocation education and home economics education have dealt with the contents related to career such as self-understanding, career-exploring, deciding-making related to career, career-designing. However, career and vocation education has focused on ‘vacational career’, whereas home economics education has focused on ‘life career’ across the life span. Third, this study proposed three alternative teaching-learning strategies for life career education across the life span. 본 연구에서는 가정교과에서 진로교육은 어떻게 자리매김 되어 왔으며, 「진로와 직업」 과목과의 공통점과 상이점의 검토를 통해, 가정교과에서 진로교육의 정체성을 밝히고, 이러한 특성을 살릴 수 있는 대안적 진로교육 교수․학습 전략을 탐색하였다. 이를 위해 2007 및 2009 개정 실과(기술․가정) 교육과정, 2007 개정 교육과정에 기초해 집필된 중학교 1-3학년 가정과 교과서 각각 7권씩 21권과 진로와 직업 교과서 1권을 분석했다. 연구결과는 다음과 같다. 첫째, 가정과 교육과정과 가정과 관련 학회지를 분석한 결과, 가정과에서의 진로교육은 가정교과의 중요한 한 영역으로서 자리매김 되고 있었다. 둘째, 가정교과와 「진로와 직업」 과목에서 다루는 진로교육의 내용은 자신의 이해, 진로탐색, 진로의사결정, 진로계획 수립 및 진로라는 내용을 다루고 있는 점에서는 공통점을 가지고 있으나, 교육내용을 다루는 관점과 구체적 내용에서는 차이를 보이고 있었다. 즉, 「진로와 직업」 과목에서는 ‘직업과 연계된’ 진로(vacational career) 개념의 진로교육에 초점을 맞추고 있는 반면, 가정교과에서는 가정생활, 직업생활, 지역생활을 고려하면서, 직업에 한정하지 않고 ‘생활과 연계된’ 진로(life career) 개념의 진로교육에 초점을 맞추고 있었다. 셋째, 파악된 가정교과에서의 진로교육의 정체성을 살린 대안적 교수․학습 전략을 제안했다.