중국의 특수학교 교원양성 제도 연구 = (A)research of teacher training for special classes in China

국문 초록 (Abstract)

본 연구는 중국 특수교육 발전과정에 나타난 특수학교 교원양성 제도를 밝히려는 문헌연구로써, 중국 특수학교 교원양성제도의 발전 배경과 중국 특수학교 교원양성제도의 체제, 중국 특수학교 교원양성제도의 준거, 중국 특수학교 교원양성제도의 개선방안을 중심으로 관련 문헌을 통해서 고찰한 결과, 다음과 같은 결론을 얻을 수 있었다.
첫째, 중국은 오천년 역사를 통해 `大同` 이상사회를 구현하려는 인도주의적 사상을 발전시켰으며, 이러한 사상은 1874년 중국 특수교육을 태동시켰고, 이후 1949년 10월 1일 新중국 설립 후 교육체제를 사회주의로 개조하면서 특수교육을 중시하였다. 이와 같은 중국사회의 교육문화 개혁은 1980년대에 들어와서 처음으로 국가의 교육정책으로서의 특수교육 교원양성기관의 설립을 촉진하게 된 배경이 되었다.
둘째, 중국은 계몽기, 의무교육제도로 인해 배제된 장애아동의 교육적 문제를 해결하기 위해 특수학교의 설립 규정이 제정 되었고, 성장기, 정부 차원에서 특수교육의 제도를 개혁하기에 이르렀으며, 이 때 교사양성계획이 설립되었다. 또한, 1950년대 중반까지 학생을 외국에 파견하고 있던 중국도 특수교육 교원양성 체계의 확립과 함께 1990년까지 전국에 22개소의 중등 특수교육 교원양성기관을 설립하기에 이르렀다.
셋째, 중국에서 특수학교 초등교원 자격증은 중졸 이상 자에게 중등 특수사범학교와 중등사범 부설 특수사범부(반)에서 3, 4년제로 운영하고 있다. 또한 고졸 이상 자에게 사범대학교 특수교육 전공에서 4년제 교육을 시행하며, 졸업 후에는 중등 특수사범학교 교원과 특수학교 중고등부 교원 자격증이 주어진다. 교원의 자질을 향상시키기 위해 연한에 따라 초급교원, 1급교원, 고급교원, 특급교원 등 직급을 4단계로 구분해 놓고 있으며, 교원 평가를 통해 승진을 결정하고 있다.
넷째, 중국의 전체 장애 인구를 6,000만 명으로 볼 때, 특수교원 양성의 문제는 어떻게 해결 할 것인지 하는 것이 더 중요하다. 이를 해결하기 위한 방안으로는 교육 정보화의 개발이 필요하다. 최근 중국에서도 정보통신산업이 확장되고 있다. 이에 따라 특수교육 분야에서의 하드웨어와 소프트웨어 개발 방안에 대한 구체적이고 실제적인 연구들이 계속되어야 할 것이다.

다국어 초록 (Multilingual Abstract)

This study is a literature research to find out the teacher training system of special institute on the process of special education development in China. I placed the focus on the background of teacher training for special classes in China, the system of it, the standard of it and the improvement plan. The conclusion I get through the related documents is as follows.
First, China has improved humanitarian idea to realize 'Dae-dong' ideal society throughout the history of five-thousand-year civilization. China has its age of enlightenment of Chinese special education. On October, 1, 1949, China established its new education system by reconstructing its old education system to socialism after New China. Since then, they concentrated more on the education for physically or mentally handicapped children. The central government established the education plan and concerned more about special education in a national level in 1957. Since 1978, the special education is seriously developed. Specially they reached a critical phase by prescribing the third representative meeting for visually, auditory, and verbally handicapped people in 1980, regulating Article 45 <the People's Republic of China constitution>, announcing <the People's Republic of China protection law for handicapped people> in 1990, and proclaiming <education regulations for handicapped people> in 1994. Besides, they has realized its special education system by developing <八·五 program> and <九·五 program>, and a developing plan and practice and measure for <opinion about reformation and development of special education in 十·五term> in 2001. They became a background of the times to bring a concrete advancement of socialism modernization construction as well as guarantee the rights for handicapped people and the opportunities for society participation of them. On the other hand, the situation of special education is like this: the number of special school at the period of enlightenment was 7, the number of students was 276, the number of teachers was in 1930 was 80. But, the total number increased until 2003. The number of students was 364,700, the number of schools was 1,551, and the number of teachers was 40,378. The reformation of educational culture in Chinese society became a background for establishing teacher training organization for special education as a part of national education policy for the first time in 1980's.
Second, the system of teacher training for special school in China has changed to solve the educational problem of handicapped children excluded from the period of enlightenment and obligatory education system. They established the standard for special school, and modified and reformed a system of special education in a national level, and set up a plan to facilitate academic activity and teacher training for special school in a growth period. In a development period, they established Article 45 <the People's Republic of China constitution> in December, 1982, and concluded reformation plan of education system in 1985, and proclaimed <obligatory education law> in April, 1986 and <the People's Republic of China protection law for handicapped people> in December, 1990. These are the epoch-making events of Chinese history in a business for handicapped people and special education. <八·五 program> in 1992 established realization of obligatory education, development of vocational education, the possibility of education over high school, cultivation of teacher quality. Since 1994, <九·五 program> realized the institution for special education by developing population plan, the early treatment of disorder, fostering professional persons. Furthermore, they published <opinion about reformation and development of special education in 十·五 term> (2001~2005) in 2001. The ministry of education organized the core department to promote the business of special education for recent five years, and it is developing special education in China. Moreover, China dispatched students to abroad until the middle of 1950's. It established middle-grade teacher training organizations at 22 places for special education in the nation until 1990 with settlement of teacher training system for special education.
Third, the reason why the standard of special teacher training system has a rapid development in China is that it became the center of public interest coping with the education for handicapped children since 1980's. The training system of special education in China is divided by two standards, that is, high-grade teacher training and middle-grade teacher training. As for the high-grade teacher training, 4-year education in a major of special education is carried out to students who graduated from high school. After education, they are given to teacher's license for secondary special school and middle and high special school. As for the middle-grade teacher training, the education is operated in middle special school and special teacher training team(class) attached to middle teacher training school for students who finished their middle school education every 3 or 4 years. After education, they are given to teacher's license for elementary stage(class) in special school. Moreover, students who graduated from middle school get an integral education teacher's license after completing 3 or 4 years' education. Furthermore, They classified the position into four stages such as primary teacher, first rank teacher, advanced rank teacher, special rank teacher according to a term in order to improve the quality and ability of teachers in China. They decide the promotion by evaluation of teachers. The evaluation is done twice a year by the principal, the vice-principal, some students, and parents of students. Its 10 indicators has 4 grades like 'most excellent', 'excellent', 'ordinary' and 'insufficient'.
Fourth, A few of the handicapped students are receiving benefits of special education today compared with the total handicapped population of China. In other words, how to solve it is more important than whether the issue could be settled. In particular, China has some questions before developing special education in its rural communities. The questions are to cultivate teachers and school officials, to participate in training and cultivating act at present situation, to raise the quality of teachers for training, to make a proper teacher constitution, and to establish static special education. Although China has developed the special education in many aspects, it has a long way to go. It has a homework about public welfare, education, employment for handicapped people all over the country and special education teacher training in educational administration aspect at present. It needs a development of educational information in order to solve the problem. Recently, IT industry is expanding in China. To keep pace with it, China has to pursue its specific and practical studies for developing hardware and software in special education.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 방법 = 3
• 4. 용어의 정의 = 4
• Ⅱ. 중국 특수학교 교원 양성제도의 발전 배경 = 5
• 1. 특수교육의 시대적 발전 배경 = 5
• 2. 교원 양성제도의 발전 상황 = 23
• 3. 요약 = 30
• Ⅲ. 중국 특수학교 교원양성제도의 체제 = 32
• 1. 특수교육의 제도적 배경 = 32
• 2. 교원 양성제도의 체계 학립 = 47
• 3. 요약 = 51
• Ⅳ. 중국 특수학교 교원양성제도의 준거 = 53
• 1. 교원 양성제도의 기준 = 53
• 2. 교원의 평가제도 = 61
• 3. 요약 = 64
• Ⅴ. 중국 특수학교 교원양성제도의 개선방안 = 65
• 1. 교원 양성제도의 문제점 = 65
• 2. 교원 양성제도의 해결과제 = 69
• 3. 요약 = 74
• Ⅵ. 결론 및 제언 = 76
• 1. 결론 = 76
• 2. 제언 = 78
• 참고 문헌 = 79
• Abstract = 84
• 부록 = 87