재정안정ㆍ조직의 효율화ㆍ국제적 지위 향상

박대권,Park, Dae-Gwon 한국도서관협회 1974 圖協月報 Vol.15 No.1

초등학교 교사들의 체육 목표 영역별 평가 실태

박대권(Park Dae-Gwon),박창범(Park Chang-Beum) 한국체육과학회 2006 한국체육과학회지 Vol.15 No.4

The purpose of this study was to identify the reality of physical educational evaluation in elementary school. To achieve the purpose of this study, the opened questionnaire and interview were used. The participants(N=8) were recruited via the purposive sampling method from galam elementary school(a fictitious name) in Dae gu. the data were analyzed by the inductive content analysis method. The conclusions are as follows. First, the participants perceived the physical educational evaluation as a degree of movement skill development Second, the teachers performed the result-centered evaluation of movement skills without any definite evaluation scales and standards. Third, the teachers performed cognitive evaluation by paper pencil test at the end of school term. Fourth, the teachers performed affective domain evaluation by observation. Fifth, teachers said the obstacles of evaluation are the deficiency of special knowledges and skills in physical education, the overcrowded class, insufficient facilities and equipments.

TLUD(Top Lit Up Draft) 반응기를 이용한 다양한 바이오매스의 바이오차 특성

박대권(Tae-Kwon Park),김상도(Sang-Do Kim),윤여욱(Yeo-Uk Yun) 한국토양비료학회 2023 한국토양비료학회 학술발표회 초록집 Vol.2023 No.10

Disciplinary Session6 / Sport for All ( Jangmi Rm ) : 초등학교 초임교사의 체육수업 사례연구

박대권(Tae Gwon Park),최종호(Jong Ho Choi),박순이(Soon E Park) 한국체육학회 1999 New Millennium and Sport Vision PROCEEDINGS1 Vol.- No.-

헌법 31조 4항 ‘교육의 정치적 중립성’의 헌법 편입 과정

박대권(Park, Dae-Kwon),김용(Kim, Yong),최상훈(Choi, Sang-Hoon) 한국교육정치학회 2020 敎育政治學硏究 Vol.27 No.4

본 연구는 교육학계에서 그 영향력에도 불구하고 일종의 진공상태에 존재하고 있는 ‘교육의 정치적 중립성’개념에 대한 역사적 연원을 탐색함으로써 그 본래의 취지를 고찰해보고자 하였다. 지금까지 ‘교육의 정치적 중립성’에 대한 논의는 교원의 정치에 대한 중립이라는 견해(교육의 정치에 대한 중립성)와 학교에 대한 정치적 불간섭(정치의 교육에 대한 중립성)을 의미한다는 견해가 충돌하고 있었다. 이에 1945년 광복 이후 1963년 제6차 헌법이 제정되어 ‘교육의 정치적 중립성’이 명문화되기까지의 과정을 언론보도 및 문헌 분석을 통해 정치·사회적 맥락과 헌법 제정 과정, 당시의 해당 조항에 대한 인식을 확인하고자 하였다. 먼저 연구자들은 교육의 정치적 중립성 논의의 전개를 시기에 따라 ① 교육법 제정기, ② 교육의 정치화기, ③ ‘교육의 정치적 중립성’ 자각기로 구분하여 각 시기의 전개과정과 특성을 살펴보았다. 연구 결과, 교육법 제정기 당시 학교에 대한 정치적 간섭이 발생하여 발전, 교육의 정치화기에 그 간섭이 심화되었다. 이러한 흐름은 4·19 혁명으로 인한 ‘교육의 정치적 중립성’ 자각기에 이르러 ‘교육의 정치적 중립성’의 의미가 행정 권력의 교육에 대한 부당한 개입을 방어하기 위한 의미로 교육의 정치적 중립성을 해석하는 경향이 강하게 나타났다. This study sought to explore the historical origins of the concept of ‘political neutrality of education’ that exists in a vacuum of sorts despite its influence in the academic community. So far, there has been a conflict between the view that the discussion of “political neutrality of education” is neutrality of teachers politics (neutrality of education) and political non-intervention of schools (neutrality of politics education). Thus, the 6th Constitution was enacted in 1963 after Korea s liberation from 1945 to confirm the political and social context, the constitutional process, and the relevant clauses of the time through media reports and literature analysis. First, researchers divided the discussion of political neutrality of education into the enactment of the Education Act, the politicization of education, and the awareness of the political neutrality of education. As a result of the study, political interference in schools occurred at the time of the enactment of the Education Act, and the interference was intensified in the politicalization of development and education. This trend has reached the awakening of “political neutrality of education” due to the April 19 Revolution, and the meaning has been strongly expressed to defend against unfair intervention in education by administrative power.

5·31 교육개혁의 정책패러독스: 국가, 폴리스, 시장 모델을 중심으로

박대권(Park, Dae-Kwon),최상훈(Choi, Sang-Hoon) 한국교육정치학회 2021 敎育政治學硏究 Vol.28 No.2

대한민국 출범 이후 시행된 여러 번의 교육개혁 중 가장 근본적이고 광범위한 교육의 변화를 시도한 것은 문민정부에 의한 5·31교육개혁이다. 5·31교육개혁이 가졌던 ‘자율성’과 ‘공공성’의 개념은 이전에 터했던 권위주의적 전통과 익숙했던 교육국가주의에서 벗어나기 위한 시도를 당초 의도했던 폴리스적 개념이 아닌 시장의 개념으로 해석하게 되는 결과를 낳았다. 즉, 교육 영역에서 국가가 주도해왔던 방식에서 벗어나 자율성을 바탕으로 폴리스에서의 시민 참여 확대를 추구했으나, 자율성의 성격에 대한 생경함과 오해로 인하여 신자유주의적 시장의 영역으로 여겨지는 패러독스가 발생하였다.. 이에 본 연구는 정책 패러독스의 시각으로 5·31교육개혁에 접근하여 ‘자율성’과 ‘공공성’이 가진 양가적 모습을 조망하고 국가와 시장의 대립이 아닌 폴리스에서의 정치를 통한 공교육 개혁의 시도를 밝히려고 하였다. 연구 결과 5·31교육개혁은 신자유주의적인 시장 모델에 기반한 개혁이 아닌 민주화와 세계화의 흐름속에서 폴리스의 개념에 기초한 개혁이었다는 점을 발견하였다. Among the many educational reforms implemented since the inauguration of the Republic of Korea, the most fundamental and extensive educational reform was attempted by the civilian government on May 31st Education Reform. The concept of autonomy and publicity of the May 31st education reform was interpreted as a market concept rather than a polis-like concept originally intended as an attempt to break away from the previously established authoritarian tradition and familiar education nationalism. gave birth to In other words, in the educational field, the government sought to expand civic participation in the polis based on autonomy, but a paradox occurred due to misunderstandings about the nature of autonomy, which was dismissed as a neoliberal market domain. Therefore, this study approaches the May 31st education reform from the perspective of a policy paradox, looks at the ambivalence of autonomy and publicity , and draws a sketch of public education reform through politics in the police rather than the confrontation between the state and the market. tried to clarify As a result of the study, it was found that the May 31st education reform was not simply a reform based on a neoliberal market model, but a reform to introduce the concept of polis in the flow of democratization and globalization.

1950년대 이후 미국 연방정부의 교육 개입 과정에 대한 소고

박대권 ( Dae Kwon Park ),이상무 ( Sang Moo Lee ) 한국교육사학회 2013 한국교육사학 Vol.35 No.3

The role and responsibility of U.S federal government is strictly restricted by U.S Constitution; if not, it is reserved to the states and people. Traditionally, education has been under responsibility of state and local government. Despite its restriction on the U.S. Constitution, the federal government has been involving with education since 1950s. Through Brown vs. Board of Education (1954), enactment of Elementary and Secondary Education Act (ESEA), creation of U.S. Department of Education (1979), and publication of Nation at Risk: The Imperative for Education Reform, the federal-level intervention with education has been taken into stride; the education became the national agenda. Bush (senior), Clinton, and Bush (junior) administration have pursued neutral education policy avoiding stance on both extreme conservative and liberal inclination. The federal intervention has been institutionalized by the act No Child Left Behind and it is not controversial any longer. This article shed its light on the era of federal intervention of last couple scores and it showed that the expansion of federal role in education has been the result of political choice and discussion rather than educational consideration.The role and responsibility of U.S federal government is strictly restricted by U.S Constitution; if not, it is reserved to the states and people. Traditionally, education has been under responsibility of state and local government. Despite its restriction on the U.S. Constitution, the federal government has been involving with education since 1950s. Through Brown vs. Board of Education (1954), enactment of Elementary and Secondary Education Act (ESEA), creation of U.S. Department of Education (1979), and publication of Nation at Risk: The Imperative for Education Reform, the federal-level intervention with education has been taken into stride; the education became the national agenda. Bush (senior), Clinton, and Bush (junior) administration have pursued neutral education policy avoiding stance on both extreme conservative and liberal inclination. The federal intervention has been institutionalized by the act No Child Left Behind and it is not controversial any longer. This article shed its light on the era of federal intervention of last couple scores and it showed that the expansion of federal role in education has been the result of political choice and discussion rather than educational consideration.

초등학교 교사들의 체육 수업에 대한 체육 철학적 가치관 분석

박대권(Park Dae-Gwon),박창범(Park Chang-Beom) 한국체육과학회 2007 한국체육과학회지 Vol.16 No.3

The purpose of this study was to identify the philosophical values of the elementary school teachers in the physical education instruction. The questionnaire developed out of Bair's, Slater's Opinionnaire- Checklist and made to fit into Korean circumstances by Lee(1989) was used. This study was selected via cluster random sampling from the 5-elementary schools in Dae-Gu. 118 questionnaires was used in this study. And the Data was analyzed by frequency analysis and Chi-square statistical method. The results are as follows: First, the order of the philosophic value in the teacher's role was pragmatism, existentialism, realism, idealism. pragmatism and existentialism were predominant in all sexes. in the relations of the age and the value, pragmatism and existentialism were preferred in all ages. Second, the order of the philosophical value in children was pragmatism, existentialism, idealism, realism. Pragmatism was predominant in the male and the female-teachers. Third, the order of the philosophical value in the content was existentialism, pragmatism, idealism, realism. Fourth, the order of the philosophical value in the instructional method was pragmatism, existentialism, idealism, realism. pragmatism and existentialism were predominant in all sexes and ages.

영화 ‘코치, 카터’의 교육적 함의

박대권(Park Dae-Gwon),박창범(Park Chang-Beom) 한국체육과학회 2009 한국체육과학회지 Vol.18 No.4

본 연구는 영화 ‘코치, 카터’를 지도자의 지도관을 중심으로 분석해 봄으로써 상급학교 진학과 성적 지상주의에 물들어 있는 우리나라 학교 운동경기부의 모습을 재조명해보고 바람직한 지도자의 모습을 탐색하고자 하였다. 이 영화에서 그려지는 카터 코치의 지도관은 크게 세 가지로 나눌 수 있었다. 먼저 운동선수이기 이전에 학생으로서 선수들을 지도하고 교육하는 것이었다. 카터 코치는 학생들이 농구를 통해 자기 향상을 위한 하나의 토대를 마련하고자 노력했다. 단지 승리를 위해 훈련만을 강요하거나 농구란 운동에 모든 것을 투자하는 것을 경계하면서 선수들이 자신의 삶을 가꾸고 발전시키는데 농구를 ‘활용’하도록 끊임없이 학생들을 독려했다. 이러한 과정에서 학교와 학부모, 심지어 학생들에게도 반발을 사게 되었지만 그의 소신은 모든 것을 변화시켰다. 다음으로 카터는 엄격한 규율과 예절을 지도하면서 학생들이 스스로 책임감을 가지도록 하였다. 많은 문제들을 지니고 있는 학생들에게 규칙과 계약을 엄격히 적용함으로써 결과적으로 학생들이 책임 있는 행동을 하고, 동료들과 원만한 관계를 유지하며, 학교라는 작은 사회를 소중히 여기고 사랑하도록 하였다. 또한 학생들이 진실로 책임감 있는 한 개체로 성장하기 위해서는 그들이 책임질 줄 아는 방법을 배우도록 해야 한다는 지도관을 지니고 있었다. 마지막으로 카터는 학생들이 스스로 목표의식을 가지고 삶을 책임지고 선택하도록 하였다. 카터 코치는 학생들에게 끊임없이 꿈을 가지라고 격려하였다. 물론 그 꿈이란 것은 영화에서 분명히 드러나지 않지만 대학진학이라는 현실적인 목표를 통해 학생들이 자신의 삶을 가꾸어나가는 방법을 찾도록 격려하고 있었다. 우리나라에서는 잊을 만하면 지도자들의 선수구타, 성추행, 금품수수와 같은 문제들이 언론을 통해 보도된다. 물론 우리나라에도 일선 학교 현장에서 묵묵히 제자들의 성장과 발전을 위해 노력하는 ‘코치, 카터’와 같은 지도자들이 무수히 많을 것이다. 하지만 이 영화가 스포츠 지도자들뿐만 아니라 체육교사들에게 던지는 의미는 체육이 가지는 무한한 교육적 가치가 아닌가 한다. 단지 기능만을 전수하는 것이 아니라 학생들의 전인적 성장을 위해 체육이 기여할 수 있는 많은 가능성이 존재하며 이를 가능하게 하는 것은 바로 지도자, 교사들의 몫이 아닌가 한다. The purpose of this study was to seek for a coaches's desirable figure through analysing the "Coach, Carter" from a educational point of view. To collect the data of "Coach, Carter", I bought the DVD having the Korean-explanatory title and watched it three times by playing on computer movie player. The movie analyses can be divided with the words, the character and the scene analysis, but the words analysis was used in this study. "Coach, Carter" described the process that the coach charged Richmond High School Basketball Team get the student-athlete's life changed. Carter had the firm faith that student-athletes are student before athlete. And he trained student-athletes with a strict rules and manners, but hold them with love. He always implanted them a sense of aim and proposed a vision of life. like this, he educated student-athletes to have the responsibility for their lives and to decide something by themselves.

초등학생들의 체육교과서에 대한 인식과 활용

박대권(Park Dae-Gwon),박창범(Park Chang-Beom) 한국체육과학회 2010 한국체육과학회지 Vol.19 No.2

The purpose of this study was to get the data needed in editing or using textbook through inspecting the students' thoughts and using realties of physical education textbook. To approach this purpose, 65 students of S elementary school in Daegu were selected as a participants and the opened questionnaire and in-depth interview(8 students of the participants) were executed. the results of this study are as follows. First, students didn't give importance to physical education textbook because they don't use it except learning about health or physical education theory. Second, because of the skill oriented instruction of teachers and the shortage of information, students were not making full use of physical education textbook. Third, students were thinking that physical education textbook is not interesting and inconvenient to use, doesn't have nothing to see. Forth, they wanted the physical education textbook that is convenient to use and interesting, also giving them various information.