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劉貞愛 최신의학사 1974 最新醫學 Vol.17 No.5
In Korea, there are many school children without lunch in the set of this conditions which problems must promptly desolved school meal service for theirnutritional balance. For the these reasion, we mus introduce the complete food containing sufficient and enriched nutrients for children and attempt gradually substitute imported food for indigenous food. Author propose many of food should support to children through families or school foundation which led to achieving of integritive school meal service
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유정애,진연경,권민정 한국스포츠교육학회 2019 한국스포츠교육학회지 Vol.26 No.1
In 2017, Ministry of Education has introduced ‘the requirement of school grade’ reflection for student-athletes" in order to make student-athletes learn at schools since in 2021. Thus, the purpose of this study is to suggest the design for reflecting school grades of student-athletes to enter high schools so that it is guaranteed student-athletes’ rights to learn and established the system for growing student-athletes as future competent sport persons. For doing this, some cases were analyzed the entrance systems of both specialized high schools and specialized sport high schools for in Korea and in other countries such as Japan and Germany. Based on those analysis, this paper has given the name of this system like ‘Talented Sport Persons Selection System’. This naming means that our society recognized student-athletes as talented sport persons and viewed them as students before players. The entrance system emphasizes on ‘compulsory education’ as well as ‘common curriculum’ that student-athletes are able to take regular education at middle schools. Additionally, the system has tried to supplement two limitations. One is the required five subjects such as Korean, English, Mathematics, Social Studies, and Science, regardless of student-athletes’ interests, aptitude, and talents in any subjects. The other is un-educative element to make decisions whether student-athletes do or don’t reach to the minimum standards in academics comparing to non-student-athletes. This paper has suggested three semesters among six semesters, and the ratio of regular subjects(70%) and extra-curricular subjects(30%). There are four domains(total 6 subjects) in the regular subjects and there are twos(attendance and service). In particular, the system has suggested ‘Physical Education’ as the required subjects that means the recognition of student-athletes’ talents in sport areas. Moreover, it has facilitated their willingness and motivations to learn by guaranteing their choices to be reflected their preferred subjects in high school entrance system. Finally, it has implied the educational characteristics with learning accountability and service mind and promoted career planning for basic life competency of student-athletes. 2017년 교육부는 공부하는 체육특기자 육성을 위해 2021년부터 고입 체육특기자 선발 시 내신 성적 반영 의무화라는 내용을 발표하였다. 이에 본 글은 우리나라 중학교 학생선수들의 학습권을 보장하고 미래 체육 인재로 성장할 수 있는 시스템을 구축하기 위해 고입 내신 반영 제도의 설계 방향을 제시하는데 목적을 두 고 있다. 이를 위해 기존의 우리나라 특목고와 체육계열 고등학교 입시 전형 사례를 분석하였고, 더불어 선 진국(예: 일본, 독일)의 고입 제도를 사례로 탐색하였다. 이를 바탕으로, 본 연구에서는 공부하는 체육특기 자를 위한 중학교 학생선수의 고입 내신 제도명을 ‘체육인재선발전형’이라고 명명하였다. 이는 우리나라 중 학교 학생 선수를 체육인재로 존중하는 의미이며, 이들을 선수이기 전에 중학교 학생으로 바라보는 의미가 담겨 있다. 본 글에서 제안한 고입 내신 제도는 학생선수들이 의무교육이자 공통 교육인 중학교 교육과정 을 정상적으로 이수할 수 있는 시스템을 강조하였으며, 특정 교과를 필수로 지정하고 있는 최저학력제와, 상대평가로 최저학력의 도달여부를 판정하는 비교육적인 부분을 보완하였다. 본 연구에서 제시한 내신 반 영 시기는 총 3개 학기이며, 교과와 비교과를 각각 70%와 30%로 설정하였다. 교과의 경우, 내신 반영 과목 을 4개 영역군(총 6개 과목)으로 구분하였으며, 비교과에는 출결과 봉사를 각각 포함하고 있다. 특히 본 내 신 제도는 중학교 학생 선수의 재능 분야를 인정하는 의미에서 체육교과를 필수로 반영하고, 학생 선수의 선택권을 보장함으로써 공부에 대한 의지와 동기를 유발하고자 하였다. 끝으로, 본 내신 반영 제도는 학생 선수의 생애기초역량 진로설계를 증진할 뿐만 아니라, 학습의 책무성과 봉사정신을 함양하는 교육적 특징 을 내포하고 있다.
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우리나라 학교체육 환경변화에 따른 학교체육진흥법의 개정 방향
유정애 한국체육정책학회 2017 한국체육정책학회지 Vol.15 No.4
The purpose of this paper was to suggest revising directions of school physical education law made in 2012. For doing this, this paper has analzyed the changes of school physical education environment. Recently, there are three significant changes on school physical education in Korea such as the various types of school physical education activity, professionalization and specification of sport instructors, and expansion of school physical education domain. Based on these changes, this paper has suggested five laws that should be changed and two laws that would be created. Making or revising laws needs efforts to reflect national and societal changes in order to solve the given and faced national and societal problems. The five laws that should be changed are expanding school physical education range, expandng target for PAPS, changing from school sport club to student sport cluab, changing from minimum standard to basic standard in academics, and relaxing regulations for school camp training. In addition, the two laws that would be created are the allocation for youth sport instructors and special sport instructors, and career eduation and human rights education for student athletes.
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