D대학교의 교과교육 기반 「인성교육 인증제」 융합 운영방안

장경화,강경숙 한국문화융합학회 2019 문화와 융합 Vol.41 No.1

The purpose of this study was to examine plans to perform convergence operations on the personality education certification system—based on personality education as subject matter education—with a focus on D University, and to predict the possibility of D University adopting the personality education certification system with an emphasis on conditional components that should be considered to realize the plans. Controversial issues related to demands for and difficulties in starting personality education at D University as subject matter education were examined in an exploratory manner by studying the results of previous studies. Operational plans for the personality education certification system based on cultural subjects and for the system based on major subjects were suggested from a viewpoint of mutually integrated procedures. First, considering the results shown by the personality education certification system based on the humanities education subjects of D University, a new personality education course was created for the personality area of the common education curriculum, and the university has its own unique. The process of qualification was considered when linking the program with the comparative program of individual personality education. In addition, the personality education certification system based on the humanities education subjects of D University is the process for completing not only the humanities education curriculum of the common liberal arts curriculum but also the humanities education curriculum of other liberal arts curricula (e.g., core education, academic foundation, and general education). The system also included procedures for linking related subjects to the roadmap level. Discussions were held and suggestions were made with a focus on conditional components that should be considered to realize the plans for the personality education certification system based on personality education at D University as subject matter education.

인성교육과 지속가능발전교육 연계 방안

고아라,남영숙 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.22

Objectives This study revealed that personality education is likely to be linked to education of sustainable development (ESD) by analyzing personality education and ESD, and suggested ways to link personality education and ESD. Methods To this end, a literature study was conducted to analyze prior research on personality education and ESD. In order to improve the validity, four experts were interviewed to collect opinions on personality education capabilities and elements, ESD capabilities and their relationships, and personality cultivation and sustainable development education capabilities. Results First, the personailty education element means a direction as a result of education. Personality education elements and personality education competencies should be cultivated together in a close relationship. Personality factors and personality core competencies were set up as self-respect, sincerity, honesty, courage, wisdom, self-regulation, consideration and communication, social responsibility, courtesy and justice, positive self-consciousness. Second, ESD and personality education have similarities in the direction they pursue. Therefore, it will be effective in education by linking the two. ESD capabilities to be linked to personality education were set as creative thinking, logical thinking, critical thinking, systematic thinking, problem-solving, communication skills, information processing skills, career development skills, other-oriented attitudes. Third, the link between personality education and ESD was linked to personality and sustainable development education centered on competency, and in the process, ESD was combined to obtain personality education virtues. Through the convergence of personality education elements and ESD capabilities, personality cultivation and ESD capabilities were created. Conclusions Personality education and ESD have the potential to be linked and can be fused. In the curriculum, it is necessary to include the ability to cultivate personality and ESD.

인성교육지표의 적정성 인식과 개선방안 -서울인성교육을 중심으로-

권일남,전명순,김태균 한국효학회 2018 효학연구 Vol.0 No.28

The purpose of this study is to examine the perception of experts on Seoul personality education, to find out the problems of Seoul personality education Indicators, to find the suitability of personality education Indicators and to prepare improvement plan. For this purpose, FGI analysis was performed. 11 expert consultations, and 18 expert surveys were conducted to analyze the validity of the actual indicators of Seoul personality education. The results are summarized as follows. First, experts' perceptions about Seoul personality education were not right at the point of application of Seoul personality education indicators, but they thought that the direction of Seoul personality education was effective. Second, the problem of the indicators of Seoul personality education is that the burden of the personality education recorder in the school field, the ambiguous concept of the meaning of personality education, the burden of expanding the participation of parents, home and village. Third, the opinions of experts were suggested to improve the indicators of Seoul personality education. Among the various contents, the revised contents were suggested to clarify the elements of the small practice. Based on the results of the research, some suggestions for the development of cooperative personality were presented 본 연구는 서울인성교육에 대한 전문가 인식을 점검하고, 서울인성교육지표의 문제점을 발견하여 인성교육지표의 적합성을 찾고, 개선방안을 마련하는 데 목적이 있다. 이를 위해 FGI분석을 하였다. 11인의 전문가 협의, 18명의 전문가 재설문을 통하여 실제 서울인성교육지표의 타당성을 분석하고 내용의 변경요소를 추출하였다. 그 결과를 요약하면 다음과 같다. 첫째, 서울인성교육에 대한 전문가 인식은 인성교육지표의 학교현장 적용시점이 맞지 않았으나 서울인성교육의 방향은 효과적이라고 여기고 있었다. 둘째, 서울인성교육지표의 문제점은 학교현장에서 인성교육 기록자에 대한 부담, 인성교육의 의미에 대한 명확한 개념 모호, 학부모와 가정 및 마을참여를 확장해야 하는 부담감, 인성의 방향성에 대한 논의 미흡이다. 셋째, 전문가 의견을 통해 서울인성교육지표의 개선방안을 제시하였다. 여러 내용 중 작은 실천의 구성요소 구체화와 인성교육중심에 대한 용어의 명료화, 인성교육의 지원체계 구축 등을 담아 수정내용을 제시하였다. 연구결과를 바탕으로 협력적 인성의 발전을 위한 대안을 몇 가지 제시하였다.

학교폭력 예방을 위한 인성교육적 접근과 체육교사의 교수적 실천

최덕묵 한국체육정책학회 2012 한국체육정책학회지 Vol.10 No.4

The objective of this study is to search for practical methods for instructional practice for the sake of personality education in order to prevent and deal with school bullying based on personality-education approach. This is to educate potential victims who are indirectly victimized or can also become a communal bully as well as to reduce violence of students who are directly related to school bullying. To this end, literatures related to personality education were analyzed and in-depth interview data of teacher K and researcher E who are doing their best to prevent and deal with school bullying are collected as study materials. Then, the materials were gone through the field analysis and classification analysis which were proposed by Spradley(1979) and instructional practical methods of a physical education teacher were searched for the sake of preventing and solving the school-bullying problem. The result of the study is as follow. In order to prevent and solve the school-bullying problem, first, personality education should be based on the principle of combination. Second, personality education must keep continuity. Third, personality education must regard the relationship as important. Fourth, personality education should aim the principle of autonomy. Fifth, personality education must contain actual experiences. Moreover, as for key virtues of personality-education approach for the sake of preventing and solving the school-bullying problem, consideration of others, sympathy, forgiveness and controlling anger were introduced and categorized. As for personality-education methods that should be correctly recognized and practiced by teachers for the sake of prevention of school bullying, “forming a relationship”, “introducing a method to express one’s emotion”, “proposing an assignment which befits a student’s level”, and “application of a sport personality education program” were introduced.

Religious Education as a Personality Education

김영주 동국대학교 동서사상연구소 2019 철학·사상·문화 Vol.0 No.31

The Personality Education Promotion Act, which went into effect on July 21, 2015, states that its purpose is “to contribute to the development of national society by fostering people with sound and proper personality. In addition, Item 1 Article 2 of the Act defines personality education as "education aimed at cultivating the human nature in the righteous and sound way, and developing ones’ personality and ability necessary to live with other people, communities, and nature." The fact that personality education, which was considered to be the responsibility of individuals and families, has been institutionalized as a law at a national level, underscored the sense of the problem that society should consider personality education in full measurement. In this context, the social role of religion should also be contemplated. In this regard, it would be meaningful to have the enactment of the Personality Education Promotion Act as an opportunity to look at the direction of personality education pursued by the society and see how it is related to personality educations that are sought and performed by religious communities. In this context, this paper focuses on the possibility of religious education as a personality education. The relationship between personality education and religious education reflects the universality and speciality issues that religious education has struggled with. In other words, the question is how to find a balance between educational universality and religious speciality. In that sense, personality education in all religions should have an educational program to teach the universal truth of religion and cultivate an ideal human being.

댄스스포츠를 통한 인성교육 담론

이경숙 한국인격교육학회 2019 인격교육 Vol.13 No.1

This study aims to expand the research area of personality education and accumulating human capital with dance sport as a field of physical education through the discourse upon personality education based on the theme of ‘Discourse upon personality education through dance sport’. Dance sport helps in finding value in the other with vivid experiences in care and consideration through the relationship of partners (male and female couples) and their positive interaction. In other words, the personality as the practical conclusion of dance sport is the expression of new thinking and illustrates the cognitive method connected with personality education as trust, care and respect (self-respect and mutual respect) for others. In addition, one union, shown as partners (male and female couples) that cannot be separated from 'something', recognizes the difference between men and women, and based on these differences, leads to an independent thought of personality education through dance sport. Eventually, in the discourse on personality education through dance sport, the exhilarating experience (empathy) of feeling better (pleasure and joy) becomes the clue to increasing sensitivity through the partnerships between men and women as well as body movements considering the unique characteristics of dance sport, and it shows that the sensitivity can be applied. For the experience in subjective sensitivity to connect with the objective force (dance) of a subject, the natural harmony of sensitivity can be achieved through dance sport as discourse on personality education. Finally, discourse on personality education through dance sport is the fundamental interest in personality to confirm that possibility. Therefore, it is necessary to verify the effects of developing personality education programs through dance sport for the development of personality education, and more specific application of this can be explored in the future. 본 연구는 ‘댄스스포츠를 통한 인성교육 담론’이라는 주제 아래, 체육의 한 분야인 예술로서 댄스스포츠가 인성교육 담론을 통해, 인성교육의 연구영역을 확장하고 인성자본을 축적시킴에 있다. 댄스스포츠는 파트너(남녀 커플)와의 관계 및 긍정적 상호작용은, 관심과 배려 속에 생생한 경험들로 타자의 가치를 발견하는 데에 이르도록 도와준다. 즉 댄스스포츠의 실천적 귀결이 되는 인성은 새로운 사고의 표현이며, 타자에 대한 신뢰와 배려, 존중(자기존중과 상호존중)으로서 인성교육과 연결된 인지 방식을 가진다. 또한 파트너(남성과 여성)로서 보여 지는 하나의 합일은 ‘어떤 것’과 분리시킬 수 없으며, 남성과 여성의 차이를 인정하고 이러한 차이를 근거로 댄스스포츠 인성교육의 독립적인 사고로 이끌어 낸다. 결국 댄스스포츠 인성교육 담론은 댄스스포츠만의 갖고 있는 특성을 고려한 남녀 커플의 파트너십, 신체움직임을 통한 타자와의 경험 속에서 스스로가 겪었던 기분 좋아(즐거움과 기쁨)지는 짜릿한 경험(감정이입)은, 감수성을 키우는 단서가 되고 감수성이 작용될 수 있다는 것을 보여주게 된다. 즉 주관적인 감수성에서 벌어지는 경험을 어떤 대상의 객관적인 힘(춤)과 결부시키려 할 때, 인성교육 담론이라는 댄스스포츠를 통해 감수성과 자연스러운 조화가 이뤄진다. 끝으로 댄스스포츠의 인성교육 담론은 그 가능성을 확인하는 인성에로의 근본적인 관심이다. 따라서 인성교육의 발전을 위해서는 댄스스포츠 인성교육 프로그램을 개발하여 효과를 검증하는 필요성을 확인하고, 이에 대한 좀 더 구체적인 적용을 앞으로의 연구과제로 남겨놓는다.

연극교육의 인성교육 효과 검증을 위한 사례 연구

박찬수 ( Park Chan-soo ) 한국연극교육학회 2018 연극교육연구 Vol.32 No.-

Revised curriculum in 2015 is expected to further emphasize personality education in schools. Experience-oriented personality education is effective that can change mind and make right personality is effective for raising students' personality properly. This is a more positive and effective method of personality education that can students to experience variously in the course experience and interaction with them. Elementary School is a small school in JeongSeon area with a total of 39 students in 2017. All the students learned drama education. The effects of personality education was verified by the questionnaires and student testimonies. The results of this study are follows. First, the satisfaction of drama education and application of that were positive for students, parents, and teachers. Second, it is analyzed that drama education is effective in all sub items of personality education in the school fields. As a result of this study, the way to set up the drama education as a personality education in the school is as follows. First, in order to increase the professionalism of personality education and to form consensus through drama education, it is necessary to train teachers capacity building, parents training, and basic education of students for drama education. Second, drama education should extract the contents of personality education and organize and operate education curriculum. Third, various theatrical performances should be developed through drama experience activities and activity linked with the community should be needed. Fourth, We will develop teaching methods that use drama in other subjects besides Korean subject for disseminating drama education. Fithy, we need to develop a test tool that can measure students' toughness. Through this study, it is expected that the effectiveness of personality education in drama education will be verified and it will be a reference to introduce drama education as part of personality education in school.

중학교 1학년 창의·인성 교육을 위한 유리드믹스 음악교육 고찰

김희락 ( Hee-lak Kim ) 한국달크로즈유리드믹스학회 2017 국내학술심포지엄 Vol.2017 No.-

본 연구는 현시대에 필요한 창의·인성교육을 중학교 1학년의 창의·인성교육과 유리드믹스 교육을 접목하여 창의·인성교육면에서 그 가능성을 살펴보고자 하였다. 본 연구를 위한 절차는 다음과 같다. 첫째, 창의·인성교육의 정의에 대해 살펴보았으며 창의·인성교육 및 실제에 대해 알아보았으며, 중학교 1학년의 자유학기제에 대해 구체적으로 알아보고자 배경과 목적, 자유학기제의 운영방법에 대해서도 기술하였다. 둘째, 예술교육의 창의·인성 함양에 대해 접근하고자 먼저 예술교육의 개념과 교육의 중요성과 효과에 대하여 살펴보고, 창의·인성교육 접근에서 예술교육의 창의성과 인성으로 구분하고, 예술교육부분의 음악교육과 창의·인성에 대하여 구분하여 제시하였다. 셋째, 달크로즈 유리드믹스 교육의 창의·인성의 접근을 위해서 유리드믹스 음악교육의 정의와 교육 이론에 대하여 조사하고 음악교육과 유리드믹스 음악교육의 차이점을 정리하였다. 마지막으로, 위에서 살펴본 이론적 기반을 가지고 유리드믹스 음악교육의 창의요소와 인성요소의 연관성에 대해 분석하고 연구해보았다. 본 연구의 내용은 중학교 1학년 창의·인성교육과 유리드믹스 음악교육의 창의·인성교육이 어떻게 접근하고 있는지 고찰하고 논의함으로써 향후 유리드믹스 교육 접근 방향에 대한 시사점을 제시하고자 하며, 유리드믹스 음악교육의 창의·인성교육은 올바른 인성과 도덕적 판단력을 구비한 창의적 인재를 길러내는 본질적인 교육을 위한 대안이 될 수 있을 것이라 사료된다. This study would investigate the potential of creativity-personality education necessary for the present age by integrating creativity-personality education for first-year students of middle school with Eurhythmics education in terms of creativity-personality education. For this purpose, through literature research, this study analyzed art education and Eurhythmics education and prepared a theoretical base, summing up correlations and differences, and finally, reconstructed the relationship of creativity-personality education based on the philosophy and theory of Eurhythmics education. The procedures for this study are summarized as follows. First, this study investigated the definition of creativity-personality education, examined creativity-personality education and practice and described the background and purpose, and the method of the operation of the free-semester system to specifically examine the free-semester system of first-year students of middle school. Second, to approach the development of creativity-personality in art education, this study first investigated the concept of art education and the educational significance and effect, divided them into creativity and personality of art education from the approach of creativity-personality education and divided and suggested music education and creativity-personality in the sector of art education. Third, for an approach to creativity-personality in Dalcroze Eurhythmics education, this study investigated the definition of Eurhythmics music education and education theory and summed up the difference between music education and Eurhythmics music education. Lastly, with the theoretical base examined above, this study analyzed and investigated the correlations between the elements of creativity and the elements of personality in Eurhythmics music education. Currently, Korean adolescents are ranked by cutthroat competition for entrance exams and academic grades, and from their childhood, they never experience any creative activities because of education by memorization, cramming education and standardized education, and as respect and care for other people and community spirit fade due to outcome-driven and individual-driven education and nuclear family, there were negative impacts on students’ emotional and social development. The contents of this study would suggest implications for the future direction of approach to Eurhythmics education by investigating and discussing how creativity-personality education for first-year students of middle school and creativity-personality education in Eurhythmics music education approach. Therefore, it is judged that creativity-personality education in Eurhythmics music education can be an alternative for essential education to cultivate creative people of talent, who have proper personality and moral judgment.

대학생의 인성교육 방향 설정을 위한 요구조사 분석

이기용 ( Lee Ki-yong ),조용태 ( Cho Yong-tae ) 국제뇌교육종합대학원 인성교육연구원 2016 인성교육연구 Vol.1 No.2

이 연구의 목적은 대학생들이 요구하는 내용을 분석하여 대학생의 인성교육 운영 방향을 설정하는 것이며, 향후 대학생 인성교육 운영의 전반적인 방향에 기초자료를 제공하는 것이다. 이러한 연구목적을 달성하기 위하여 충청북도 지역의 J대학 대학생 152명의 설문조사 결과를 통계 분석하였다. 이에 대한 구체적인 연구결과를 제시하면 다음과 같다. 첫째, 전반적인 인성교육의 방향 중 인성교육의 인성 덕목에 대해 대학생들은 `도덕성`을 가장 선호한다고 응답하였으며, 인성교육의 교과 유형 중 대학생들은 `비정규 교과`를 가장 선호하였다. 둘째, 교과 교육의 방향 중 교과 인성교육의 학점 체제와 수업집단 유형에 대해 대학생들은 `학점제`와 `학교별`을 가장 선호하였다. 셋째, 비교과 교육의 방향 중 비교과 인성교육의 방법에 대해 대학생들은 `체험식`을 가장 선호하였으며, 비교과 인성교육의 시기에 대해 대학생들은 `학기 중 주간`을 가장 선호하였다. 또한, 비교과 인성교육 프로그램의 연간 실시 횟수에 대해 대학생들은 `1달에 한 번`을 가장 선호하였으며, 비교과 인성교육 프로그램의 총 교육시간에 대해 대학생들은 `30시간`을 가장 선호하였다. 이상과 같은 연구결과를 토대로 향후 교과 및 비교과 인성교육의 운영 계획 수립 시 다양한 인성교육 교과목 및 프로그램을 개발하여 운영할 필요가 있다. This study aims to set the direction for personality education of college students by analyzing the demands of college students and to provide basic data for the overall direction for future management of personality education of college students. To achieve this goal of the study, it statistically analyzed the result of survey that targeted 152 college students in J College located in Chungcheongbuk-do Province. First, as for the virtues in personality education in the direction of general personality education, college students answered that they prefer `morality` the most, and among types of subjects on personality education, college students preferred `extra-curricular subjects` the most. Second, as for the credit system in personality education in the direction of curriculum education, students preferred `credit system` and `PT system` the most. Third, as for the ways of extra-curricular personality education in the direction of extra-curricular education, college students preferred `experience-based` and `audio-visual education` the most, and as to the time of extra-curricular personality education, t hey l ik ed ` on w eek days d uring a s emester` t he m ost. A s for t he annual number of extra-curricular personality education, college students preferred `once a month` the most, and as for the total time of extra-curricular personality education, they liked `30 hours` and `45 hours` the most. Based on these findings, various subjects and programs of personality education should be developed and operated in the planning for the management of extra-curricular personality education.

과학 교과에 적용되는 창의·인성 교육에 대한 교사들의 인식

홍혜정,윤회정,우애자 이화여자대학교 사범대학 교과교육연구소 2012 교과교육학연구 Vol.16 No.4

본 연구에서는 2009 개정교육과정에서 미래 사회의 핵심 키워드로 제시한 창의·인성 교육에 대한 중·고등학교 과학 교사들의 인식과 창의·인성 교육 방법, 평가 방법 및 발전 방향에 대한 의견을 알아보았다. 연구 대상으로 현재 전국 중·고등학교 과학 교사 138명을 선정하여, 설문 조사를 실시하였다. 본 연구를 통하여 얻은 결과는 다음과 같다. 첫째, 과학 교사들의 78.3%가 창의.인성 교육의 중요성은 인정하였으나 그 취지를 정확히 알고 있다고 응답한 교사들은 25.4%로 매우 낮았으며 현장 적용 실태에 대해서도 48.6%의 교사들이 부정적인 의견을 나타냈다. 둘째, 과학 교사들은 교과 과정으로 명확히 제시되는 창의·인성 교육을 선호했는데, 창의·인성 교육 방법으로 협동학습을 강조한 조별 활동(57.2%), 창의·인성 교육 내용으로 현재 이슈가 되고 있는 과학관련 문제해결(52.2%), 창의·인성 교육 프로그램으로 창의적 체험 활동(54.3%)을 선호하는 것으로 나타났다. 이러한 창의·인성 교육 방법이 제시된다면 55.8%의 교사들이 이를 활용할 의사가 있다는 의견을 나타냈지만, 창의·인성 교육이 보다 효과적으로 진행되기 위해서는 전문적인 창의성 지도 및 교사의 역할 모델 제공, 창의·인성 교육을 위한 충분한 수업시간과 업무 축소가 필요하다고 응답했다. 셋째, 과학 교사들의 41.3%가 수행평가 항목에 정의적 요소를 포함하는 것이 창의·인성 교육을 평가하는데 가장 적합하다고 응답하였으며, 31.2%의 교사가 창의·인성 교육 평가가 제대로 이루어지기 위해서 교사의 자율성 존중이 선행되어야 한다고 응답했다. 넷째, 창의·인성 교육을 보다 효과적으로 적용하기 위해서는 교사가 충분히 교과에 대한 연구를 할 수 있도록 여건이 조성되어야 하며, 교사 연수 확대와 지원체제 마련, 학급당 학생 수 및 교사 일인당 수업시수의 감축, 창의·인성 교육에 대한 교사, 학부모 및 학생의 마인드 변화가 선행되어야 할 것으로 나타났다. Creativity-personality education in the 2009 Revised National Curriculum was noted as a 'key word' for our future society. This study intends to investigate secondary school science teachers' perceptions of creativity-personality education, methods for creativity-personality education, methods for assessment, and their opinions on the progress of creativity-personality education. The participants in this survey were 138 secondary school science teachers. The findings are as follows: First, 78.3 percent of the teachers recognized the importance of creativity-personality education, but only 25.4 percent of them correctly understood the purpose of it. In addition, 48.6 percent of the teachers showed negative opinions with respect to the implementation of creativity-personality education. Second, the teachers preferred the creativity-personality education activities indicated in curriculum. They preferred to do the group activities (57.2%), to teach the science-related issues (52.2%), and to perform the creative experience activities (54.3%). If appropriate methodology were provided, 55.8 percent of the teachers were willing to implement creativity and personality education activities. They thought, however, that professional guidance on creativity, a proper role model for the teacher, and sufficient class hours should be provided to ensure the progress of creativity-personality education. Third, 41.3 percent of the teachers replied that the affect factor should be included in the assessment of creativity-personality education. For the assessment of creativity-personality education to be carried out properly, 31.2 percent of the teachers answered that respect for teachers' autonomy should take precedence. Lastly, proper conditions for teachers to do the curriculum study, expansion of teacher training, systems for the support of teachers, reduction in the number of students per class and lesson hours per teachers, and changes in perception toward creativity-personality education should be provided for the progress of creativity-personality education.