초등학교 학급경영계획에 관한 연구 = (A) Study on the Planning Process for Class Management in Elementary Schools

다국어 초록 (Multilingual Abstract)

The object of the present study is to suggest a direction for the establishment of class management plans, by setting the process of elementary school class management plans and analyzing the actual status of elementary school class management plan establishment based on the criterion prepared through the above process. The issues established in order to achieve the object of the present study are as follows:
1. What should be the process of elementary school class management planning?
2. In view of the established process, what is the actual status of class management plans presently being followed by each school?
3. What is a desirable direction for the establishment of class management plans?
In order to clarify the above problems of study, a review of literature, investigation and study were performed simultaneously. In reviewing the literature, the process of class management planning was established by analyzing compositional elements of the content of class management and process, etc. from a theoretical point of view. As well, 12 class management books were evaluated according to the analysis criteria for investigation and study, and frequency was processed statistically in terms of percentage after studying the method of class management plan establishment, matters of concern, etc. through a structured interview of 20 persons (including class teachers, principal, assistant principal, and professional staff). The conclusions obtained through the above process are as follows:
1. The results of the analysis of procedures or processes for the establishment of class management plans, as suggested by many scholars, showed that the compositional elements and procedures for the establishment of plans did not conform to each other. Also, there was a lack of compositional elements in terms of the content of plans, and they did not conform to the actual order of established plans. Therefore, it would be desirable to set a process of class management planning that involves four steps: the basic investigation - establishment of goals and policy - action plans - evaluation plans. This may be accomplished by synthesizing the previous processes and procedures of class management plans, and reflecting the actual status of preparation as based on the model of school management plans which is the upper system.
2. The conclusion according to the actual outcome of analysis is as follows, as related to each step of the basic investigation - establishment of goals and policy - action plans - evaluation plans of the process of class management planning:
First, in the procedure of basic investigation, the goals of school education were well reflected but the goals of school year were not well. The actual status of classes reflected faithfully the investigation of the home environment, however it was shown that the degree of reflection for requests from the district society and parents of students was low. In terms of the basic investigation, the goals and policy of school education and school years, which are the upper sources of classes, should be understood and reflected accurately. Also, as to the actual status of classes, an investigation of the home environment and the real classroom situation should be performed, and requests from the district society and parents of students should be investigated in various ways (such as questionnaire, interview, etc.) and reflected in the plans.
Second, in respect to the establishment of goals and policy, it was shown that the degree of establishment for the goals of class education was low, although the view, goals, policy, etc. of class management were set faithfully. The degree of reflection of the intent of students was also low when establishing the policy. Therefore, before setting the goals of class management, the goals of class education should be set and a method to reflect the intent of students to a maximum should be examined when setting policy.
Third, the plans for class activities were established in relative good faith according to each area. However, it was shown that the degree of establishment was low in relation to plans from children's meetings and parental organizations in terms of the overall class organization plan. Plans for curricular management and life guidance were established faithfully, and plans for specific class activities and environmental management were greatly reflected in other activity schedules. When establishing the plans for class activities, feedback from children's meeting organizations, activity division organizations and parental organizations should be established concretely, and the tables of class hours, number of classes, yearly progress, weekly learning activity plan, extra-curricula activities operation plan and discretionary activity operation plan should be included in the curricular management plan. In respect to the life guidance plan, it is necessary to implement a process of determining regulations, procedures, promises, etc. by consulting with students whenever the goals and policy are set and yearly life guidance plans are established. Class specific activity plans, class environmental management plans, class affair administration plans, etc. are included in other activity plans. And when establishing plans in each area, they should be decided with an eye to preserving the attributes of self-control and creativity of classes.
Fourth, it was shown that the degree of establishment for evaluation plans was low among the entire process of class management plans, among which the input evaluation plan was shown to be neglected. In the evaluation planning step, it would be desirable to establish plans that include all the input, procedural, and output evaluation plans.
3. Based on the above, the direction of establishment for class management plans is suggested as follows:
First, plans may be established systematically and readily by using the process of class management planning. And it would be desirable to establish plans by reflecting the special properties and creativity of classes in each process of planning, while avoiding standardized and formal plans although they may be based on such a general system.
Second, for a successful class management, the opinions of parents and students should be collected and reflected to the maximum, and such individuals should be allowed to participate in the process of planning. When establishing class management plans, the areas and methods of reflection in regard to the intent of students and parents should be encouraged.

목차 (Table of Contents)

• 목차 = ⅰ
• 제1장 서론 = 1
• 제1절 문제 제기 및 연구목적 = 1
• 제2절 연구 방법 및 범위 = 5
• 제2장 이론적 배경 = 7
• 제1절 용어의 정의 = 7
• 1. 학급 경영계획 = 7
• 2. 학급 경영계획 과정 = 8
• 제2절 학급 경영의 체제적 접근 = 9
• 1. 학급과 학급경영 = 9
• 2. 학급 경영의 중요성 = 11
• 3. 학교, 학년, 학급 경영의 관계 = 17
• 4. 학급 경영의 체제 모형 = 18
• 제3절 학급 경영계획의 수립 = 21
• 1. 학급 경영 영역과 학급 경영계획 = 21
• 2. 학급 경영계획 구성 요소 = 27
• 3. 학급 경영계획 수립의 과정 = 28
• 4. 학급 경영계획 수립과 아동 참여 = 31
• 5. 학급 경영계획 수립의 유의점 = 32
• 제4절 학급 경영계획 과정의 설정 = 34
• 1. 학급 경영계획 과정의 탐색 = 34
• 2. 학급 경영계획의 절차 분석 = 39
• 3. 학급 경영계획 과정 설정 = 41
• 4. 학급 경영계획 분석 기준 = 50
• 제5절 선행연구 고찰 = 53
• 1. 학급 경영의 투입면 (계획면) = 53
• 2. 학급 경영의 과정면 (실천면) = 54
• 3. 학급 경영의 산출면 (평가면) = 55
• 제3장 연구 방법 = 58
• 제1절 조사대상 = 58
• 제2절 자료수집 기간 및 방법 = 60
• 제3절 조사 도구 = 60
• 제4절 자료의 분석 방법 = 62
• 제4장 분석 결과 및 논의 = 63
• 제1절 분석 결과 = 63
• 1. 학급 경영계획 수립 요소 = 63
• 2. 학급 경영계획 수립 과정 = 69
• 3. 학급 경영계획 수립 방법 = 84
• 제2절 논의 = 87
• 제5장 결론 및 제한점 = 92
• 참고문헌 = 94
• ABSTRACT = 98
• 면담지 초등학교 학급 경영계획 과정 설정 및 실태 분석 = 103