A Study on Measures to Increase Student Enrollment in Community Colleges : Based on the Case of G College

Ki yeu Jo,Ho geun Kang 국제문화기술진흥원 2022 International Journal of Advanced Culture Technolo Vol.10 No.4

In this study, for students who gave up their studies midway through college, we investigate the reasons for dropping out of college, analyze the factors that caused students to drop out, and suggest improvement measures to effectively increase the recruitment rate of enrolled students. This study explores measures to increase student enrollment in community colleges. For this purpose, it conducted a survey of students who dropped out of G College between 2018 and 2020 from June 28 to July 9, 2021. Its analysis is based on the results of 53 students who participated in the survey. First, our results suggest that programs to develop interpersonal relationships between students, faculty, and staff are necessary. Such programs will cultivate a culture of solidarity and collective identity among students, which in turn will reinforce positive experiences in college. Moreover, by developing systems to form relationships between faculty and students, colleges can have a feedback mechanism, such as an open-study program, through which they learn what the students want and need. Through this effort, colleges can help their students adjust to campuses and enhance student satisfaction in college. Second, it is necessary to develop various extracurricular programs not only for freshmen but existing students and to run hobby and leisure activity programs. To have continuous, standing extracurricular programs instead of one-time events, colleges should set up specific goals, delivery methods and strategies. Third, colleges should renovate old and outdated buildings and facilities on campus to enhance the quality of campus life. Moreover, more comprehensive improvement of facilities and a campus environment by having various convenient and leisure facilities that meet the needs and demands of students. Fourth, it is suggested to develop programs or systems that help students to more fully engage in campus lives and activities, which in turn increases confidence and self-efficacy among students. Through such programs, students can better adjust to their majors and, therefore, will be less likely to drop out of college.

중학교 기술·가정 교과서 의생활 영역 옷차림 단원의 활동과제에 대한 학습자의 수행경험과 선호도 조사 연구

어지현,오경화 한국가정과교육학회 2009 한국가정과교육학회지 Vol.21 No.1

This study is intended to provide fundamental information to improve the quality of student activities presented in the Clothing & Textiles ‘How to Dress Appropriately’ section of the current middle school ‘Technology·Home Economics’ textbooks so that Home Economics may better reflect students' interests, making it applicable in real life. The survey was conducted to 154 male and 160 female students on their preferences regarding student activities. The results are as follows. First, students who like clothing & textiles section regard “Opportunities to take part in various kinds of practices and student activities” as the major reason for preference. And the single biggest reason why they dislike the unit was due to “Too much contents to be memorized.” Among various contents regarding dress in the unit, “How to Wear Clothes That Look Good on Me, and the Right Ways to Wear Them” attracted the most attention, regardless of what contents they consider necessary, interesting, or helpful in real life. Second, as for the time of implementation of the activities, students preferred “End of each class.”. They also preferred small-group activities (group size), well-structured problems (type of problems) and tasks that require analysis based on theoretical principles through experiments and practices (methods of implementation). Third, the findings as to the actual experience of conducting the student activities indicated that, in most cases, student activities were conducted in accordance to what was suggested in the textbooks, but not to what the students preferred. Therefore, in order to make home economics more applicable to students, it is desirable to focus on their everyday lives as is favored by the students, and increase small-group activities. Also, suggesting various and comprehensive problematic situations such as non-structured, open-ended problems and encouraging diverse implementation would be helpful in improving students' critical and creative thinking abilities 본 연구는 기술·가정교과가 학습자의 흥미와 관심에 부합하여 실생활에 활용 가능한 학습자 중심의 실천교과가 되도록 옷차림 영역을 중심으로 활동과제 개선을 위한 기초 자료를 제공하고자 하였다. 이를 위해, 수도권 소재 중학교 2학년에 재학 중인 남학생 154명과 여학생 160명을 대상으로 활동과제에 대한 학습자의 선호도를 설문조사하였으며, 연구결과는 다음과 같다. 첫째, 의생활 단원에 대한 선호도는 ‘좋아한다’고 응답한 학생이 가장 많아 의생활 단원을 선호하는 것으로 나타났다. 선호하는 이유는 ‘다양한 실습이나 활동과제를 접할 수 있어서’가 가장 높게 나타났으며, 싫어하는 이유는 ‘암기해야하는 내용이 많아서’가 가장 높게 나타났다. 또한 의생활 단원 옷차림 내용에 대한 선호도는 필요하다고 생각하는 내용과 실생활에 도움이 된다고 생각하는 내용, 흥미를 느끼는 내용에 관계없이 ‘나에게 어울리는 옷차림, 옷을 바르게 입는 방법’에 대한 선호도가 가장 높게 나타났다. 둘째, 옷차림 영역에 대한 활동과제의 선호도를 분석한 결과 수행 시기는‘수업 후 내용 정리’를 하면서 제시하는 것을 선호하고, 집단의 규모는 ‘소집단 활동’, 문제의 유형은 ‘잘 구조화된 문제’를, 과제 수행 방법은 ‘실험·실습을 통해 원리적으로 파악하는 과제’를 선호하는 것으로 나타났다. 셋째, 옷차림 영역에 대한 활동과제의 경험, 선호도, 교과서의 내용을 비교 분석한 결과 경험과 교과서에 제시된 내용은 대부분 일치하였으나, 선호도와는 차이를 보였다. 따라서 가정교과가 학습자 중심의 실천교과가 되기 위해 활동과제의 내용은 학생들의 일상생활에 중심을 두고, 소집단 활동의 비율을 높이는 것이 바람직하다. 또한 활동과제는 구조화되지 않은 문제와 같이 다양하고 포괄적인 문제 상황을 제시하는 것이 학생의 창의력, 사고력을 신장시키는데 도움이 될 것이며, 수행 방법을 다양하게 구성할 필요가 있다.

1920~30년대 YMCA학생운동의 전개와 일상활동

장규식 한국기독교역사학회 2007 한국기독교와 역사 Vol.27 No.-

Student YMCA Movement is the typical Christian student movement under Japanese colonial rule, which originally started with the Student YMCA of Bae-Jae School established in 1901. It played an important role in the history of Korean national movement by helping the founding of the Student Independence Group at the time of March 1st Movement and Chosun Haksaeng Daehoe(Korean Student Assembly) in 1920. And it took part in a variety of activities as a leading group to spread the new culture beyond the previous activities of the religious movement, especially focusing on the ideological activities in terms of New Culture Movement, Social Reconstruction, Christian Socialism and the Popularization. During the late 1920s, Student YMCA Movement campaigned for its Social Gospel in the rural area and tried positively to figure out the actual problems by joining with Student YWCAs. However, with the anti-religious movement of socialists and the demoralized aspects of the students in general, Student YMCA Movement had to be faced with the identity crisis in the early 1930s. Furthermore, it came to lose its actual power after 1935, due to the more intensified suppression of the Chosun Government-General after the break of the 1931 Manchurian Incident and the internal trouble between Ahn Changho line and Rhee Syngman line of Christian nationalist camps. The organization of Student YMCA Movement had a triangular system - Student YMCA of each branch school and Student Bureau at the National Council of Korean YMCAs, with the Student Summer Conference on its top. The major activities ranged within the four-fold purpose to improve the spiritual, mental, social and physical condition of students. They were intended to practice the Basis of the YMCA, which was the extension of Kingdom of God among young men through gospel preaching & moral training, intellectual training, physical training and social intercourse. And as Student YMCA participated in the Rural Work and the Temperance Movement in the late 1920s, its campaign focused on the solution for the actual problems of life by creating the sections such as those of rural reconstruction, anti-alcohol & anti-tobacco, and consumers' cooperative. Finally, to sum up the meaning of Student YMCA Movement in the historical context of Korean national movement, it can be argued that Student YMCA Movement was the student movement of bourgeoisie-nationalism strategy in line with the nationalist movements at that time such as the New Culture Movement, Korean Products Promoting Campaign, Temperance Movement and Rural Work. It also played an important role as the outlet for leaders of Christian national movement in corporation with the domestic network of the student movement and the Christian movement as well as the international network of World Student Christian Federation. Student YMCA Movement was the nation-wide movement that continuously went on from the time of the Daehan Empire up to the Liberation and even after it. In this sense, it is a good example to survey diachronically the various aspects of the modern student movement in line with the bourgeoisie-nationalist movement. 1901년 배재학당에 학생YMCA가 발족하면서 시작된 YMCA학생운동은 일제하 기독교계를 대표하는 학생운동이었다. YMCA학생운동은 3․1운동을 전후해 학생단 독립운동과 조선학생대회 창립의 산파역을 담당하며 한국 민족운동사상에 나름의 입지를 마련하였다. 그리고 1920년대 전반 기존의 종교운동 영역을 넘어 신문화의 계몽자로서 폭넓은 활동을 전개했는데, 특히 신문화․사회개조․기독교사회주의․민중화 등을 화두로 사상운동 방면에서 두각을 나타냈다. 1920년대 후반 YMCA학생운동은 사회복음 노선에 기초해 농촌사업에 착수하고, 학생YWCA와 연합활동을 벌이며 실제 생활문제를 해결하기 위한 적극적 운동을 모색하였다. 그러나 1930년대로 접어들어 사회주의자들의 반종교운동이 거세게 일어나고, 학생들의 풍기문란이 사회문제로 대두하면서 정체성의 위기를 겪어야 했다. 그러는 가운데 만주사변 발발 이후 일제의 간섭이 도를 더하고, 교계내 서북파와 기호파, 안창호계와 이승만계의 내분까지 겹치면서 1935년 이후 유명무실한 존재로 전락하고 말았다. YMCA학생운동의 조직체계는 전국대회에 해당하는 학생하령회를 정점으로, 각 학교내에 조직된 학생YMCA와 지도기관인 조선YMCA연합회 학생부가 삼각의 축을 형성하였다. 주요 사업으로는 종교․교육(문예)․체육․사교에 걸친 이른바 4대 목적사업이 있었는데, 이들 사업은 말 그대로 하나님나라의 확장과 덕․지․체․사교의 훈육이라는 YMCA의 기본 목적을 실천하는 도구였다. 한편 1920년대 후반 들어 학생YMCA가 농촌사업과 절제운동에 참여하면서는 농촌부․금주단연부․소비(조합)부 등의 부서를 신설하여 실제 생활문제를 해결하는 운동을 펼쳤다. 끝으로 일제하 YMCA학생운동이 한국 민족운동사에서 차지하는 위치를 정리해보면, 먼저 YMCA학생운동은 문화운동․물산장려운동․절제운동․농촌운동 등 당시의 개량주의적 민족운동과 궤를 같이하며 전개된 부르주아민족주의 노선의 학생운동이었다. 또한 학생운동과 기독교운동의 경계선에서, 국제적으로 세계학생기독교연맹(WSCF)과 네트웍을 형성하며, 기독교 민족운동 지도력의 배출구로서 보다 중요한 역할을 했던 운동이기도 하였다. YMCA학생운동은 대한제국기 이래 일제하 거의 전기간에 걸쳐 전개되며 해방후로 이어진 전국적 운동으로, 부르주아 민족주의 노선에 입각한 근대 학생운동의 면모를 통시적으로 살필 수 있는 좋은 사례라 할 수 있다.

중·고등학생의 학교급식 인지도 및 만족도 증진을 위한학생배식도우미제도의 활용 가능성

박정은,최경숙 대한지역사회영양학회 2018 대한지역사회영양학회지 Vol.23 No.3

Objectives: We evaluated the extent to which implementation of student participation programs in serving school meals impacts student perception and satisfaction with school foodservice in middle and high school settings. Methods: Students’ perception of management and satisfaction with quality attributes of school foodservice were assessed by questionnaire methods and compared by the program implementation status of student participation in serving school meals. Correlation and multiple regression analyses were performed to identify factors affecting perception and satisfaction. Results: The overall mean score for perception regarding the management of school foodservice was low (3.53 out of 10 points) and middle school students showed a higher mean score than high school students (4.10 vs. 2.94 points). In both middle and high schools, student perception was significantly higher in schools implementing the program. The average score for student satisfaction with the quality of school foodservice was 3.50 out of 5 points. Similarly, we observed a significantly higher satisfaction among middle versus high school students (3.93 vs. 3.04 points) and in schools implementing the program versus those that were not. Overall, student participation in serving school meals resulted in increases in satisfaction with school foodservice of 0.269 and 0.466 points among middle and high school students, respectively. Conclusions: Implementation of student participation in serving school meals could be used as a strategy to improve perception and satisfaction of students with their school foodservice. Establishment of guidelines of student serving participation programs encompassing different perspectives from students, dietitians and school faculties are warranted.

중학교 학생선수의 고입 내신 반영 제도 설계 방향

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.

6개 시⋅도 학생인권조례의 종합 비교를 통한 문제점과 개선과제 연구

권혜정,홍후조 한국 법과인권교육학회 2023 법과인권교육연구 Vol.16 No.3

At the time the Student Human Rights Ordinance was enacted, there were many cases of violation of student human rights, including corporal punishment. However, now, it is said that educational activities are becoming more passive as the number of cases of violations of educational rights by students and parents has increased, and the teaching rights of many students and teachers’ authority to guide students have been significantly weakened. In this study, we analyzed the commonalities and differences in the ordinances of six cities and provinces (Gyeonggi-do, Chungcheongnam-do, Gwangju Metropolitan City, Seoul, Jeollabukꠓdo, and Jeju Special Self-Governing Province) to find out what the content of the Student Human Rights Ordinance is that causes this result. The common points can be summarized as follows. The number of provisions was about 48 on average, and the number of rights provisions that should be guaranteed as human rights for students was about 19, focusing on prohibition of discrimination against minorities, relief of rights, and defense of rights. Among them, on average, there was only about one clause stipulating student obligations. Additionally, a guarantee mechanism for student human rights and procedures for redress of human rights violations were presented. Differences between the ordinances included different orders of chapters, sections, and provisions, and different types and names of organizations to guarantee student human rights. The problem with the Student Human Rights Ordinance is that, unlike the school regulations, there are almost no mandatory provisions for respecting or guaranteeing the rights of others, including suspending the rights of students as minors. Proposals to improve the content of the Student Human Rights Ordinance include the effectiveness of student human rights defenders, the integrated reorganization of organizations related to student human rights, limiting student rights to those necessary for education within the school rather than outside the school, such as at home and society, and responsibilities and obligations of minor students. There will be provisions expansion, etc., and a plan to establish a new Educational Community Ordinance in place of the Student Human Rights Ordinance.

중․고등학생의 구강건강상태와 악안면외상 실태조사연구

김민자(Min-Ja Kim),신동일(Dong-Il Shin),양희정(Hee-Jeong Yang),이승연(Seung-Youn Lee) 한국보건복지학회 2012 보건과 복지 Vol.14 No.-

The purpose of this study is to carry out a survey of the oral health and maxillofacial trauma status of middle and high school students in Jeollabuk-do for establishing therapeutic and preventive measures and using as basic data on oral health care in an adolescent period. The results of this study are as follows. First, the prevalence status of oral diseases showed that male middle and female high school students have a little bit more dental caries than female middle and male high school students. And male middle and female high school students had more periodontitis than female middle and male high school students. Second, the maxillofacial trauma status of middle and high school students showed that both male middle and high school students have a little bit more experience of maxillofacial trauma than both female middle and high school students. And male middle and high school students had more experience of maxillofacial trauma than female middle and high school students, driven by unilateral hit in the fighting between male middle school students, and a car accident, fall, exercise, game, or unilateral hit in the fighting between male high school students. Third, the oral health status of middle and high school students showed that high school students have more dental caries, sealed permanent teeth, DMFT(Decay, Missing, Filling Teeth), and periodontitis than middle school students. Consequently, education for regular oral health care should be conducted through the importance of oral health care, and a systematic early diagnosis and remedy. It is urgent for adolescents to change their perception of the prevalence control, poor care prevention, and replacement reduction related to the importance of oral care.

질문 강화 수업이 중학생들의 질문 수준과 학업 성취도에 미치는 영향

정영란,배재희 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.4

질문은 학생들에게 문제의 탐색과 의사소통, 지식의 구조화를 통해서 문제해결이 가능하도록 하므로, 과학 교육에서 큰 의미를 가진다. 또한 학생 질문은 사고와 학습 사이를 연결해 준다는 점에서도 중요한 의미를 가진다. 그러나 학생의 질문에 대해서 분석하고 연구한 연구는 그렇게 많지 않았다. 따라서 본 연구에서는 질문 수준 강화 수업이 전통적인 수업에 비해 학생들의 질문 수준과 학업 성취도에 어떤 효과가 있는지 알아보았다. 또한 논리적 사고력, 과학 성적, 흥미, 성별과 같은 여러 변인들의 학생의 질문 수준에 미치는 영향에 대해서도 알아보았다. 연구 대상은 중학교 2학년 학생 182명으로 통제집단은 전통적인 수업을 하였고, 실험집단은 질문 수준강화 수업을 하였다. 연구단원은 중학교 과학 2「식물의 구조와 기능」으로 약 7주 동안 15차시에 걸쳐 수업처치를 하였다. 학생들의 놀리적 사교력 수준을 파악하기 위하여 GALT축소본 검사지를 사용하였고 학업 성취도 검사는 17문항의 오지선다형문항을 개발하여 사용하였다. 질문 수준에 대한 여러변인(수업방법, 과학 성적, 논리적 사고력, 흥미, 성별)의 효과를 분석하기 위해 오원 분산분석(ANOVA). 공변량 분석(ANCOVA), 다중회귀분석(Multiple regression analysis doamiian 을 하였다. 학생들의 질문 수준을 분석해 본 결과, 질문 강화 수업이 전통적인 수업에 비해 학생들의 질문 수준을 향상시키는데 효과적이었다(p<.01.). 학생의 질문 수준과 상관 관계가 가장 높은 것은 수업 방법(r=.640)이었으며, 질문 수준은 과학 성적(r==.311)과 논리적 사고력(t=.212)에도 상관이 있었다. 그러나 질문 수준은 흥미와 성별에는 상관이 거의 없었다. 질문 강화 수업은 학생들의 학업 성취도를 향상시키는데 전통적인 학습보다 효과적이었다.(p<.01).따라서 질문 강화 수업은 학생들의 질문 수준뿐만 아니라 학업 청취도에서 폰은 효과를 나타내었으므로 바람직한 수업방법이라고 생각된다. Student questioning is included in the priority of science literacy, to enable students to solve problems by exploring questions, communicating and constructing knowledge(AAAS, 1989). Also, the essence of student questioning in science lies in its function as a link between thinking and learning. But educators did not pay much attention to students' questioning in Korea. The purpose of this study was to investigate the effects of science question enhancement instruction on students' science questioning level and achievement. Also, this study showed the effects of other variables(logical thinking, science achievement, interest, and gender) on students' science questioning level. The pretest-posttest control group design was used. The sample was consisted of 80 second grade middle school students in experimental group(Science question enhancement instruction) and 74 students in control group(Traditional learning). Students in both groups were received identical content instruction on the unit 'Structures and functions of plant'. These groups were treated for 15 hours during 6 weeks. Students' questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale(r=.96,)(Cuccio-Schirripa & Steinner, 2000). Science achievement data were collected using a 17 item multiple choice test(Cronbach a=.84). To investigate students' logical thinking ability, a abridged GALT(Cronbach a=.69) was used. Five-way ANOVA, ANCOVA, and multiple regression analysis were used to analyze the results. The results indicated that students who received instruction on researchable questioning outperformed those students who were not instructed on high-order questioning(p<.01). Results of correlations indicated that instruction(r=.640), science achievement(r=.311) and logical thinking ability(r=.212) was significantly and positively related with students' questioning level. But, interest and gender did not show any significant correlation with students' questioning level. Science question enhancement instruction was more effective on science achievement than the traditional instruction(p<.01).

청소년들의 ‘자아상’에 대한 연구 -전남 초·중·고 학생을 대상으로-

최태산,공종례 한국인간발달학회 2010 人間發達硏究 Vol.17 No.2

The purpose of this study is to find out the difference in school students' own considerations about their self-image based on their gender, school (elementary, middle, high), educational grade, school and educational grade in gender, and educational grade in school. To achieve this end, the study surveys 617 students who participate in the study from elementary schools, middle schools, high schools located in Jeollanam-do. The study uses a questionnaire to examine students thoughts of self-image. This questionnaire is based on SIQYA revised by Hong Eun Ju (1997). All questions in the questionnaire have been updated from a previous study which referred to parents instead of teachers. The information was gathered in person from all participating schools. The collected data were analyzed through Cronbach α, t-test and ANOVA. The results of the study are as follows: First, by gender, male students reported higher scores than female counterparts in the field of emotional tone, mental health, relationship with friends. Second, by educational grade, elementary school students marked the identify best with self-image in all fields followed by middle and high school students. Third, by educational grade, students with medium to high grades are better than students with low grades in the fields of emotional tone, mental health, and relationship with teachers and friends. Fourth, by school in gender, male elementary school students and middle school students had better self-image than male high school students in the field of emotional tone, impulse control, relationship with friends, and disposal ability. And female elementary school students mark the identify best with self-image in all fields. fifth, educational grade in gender, male students with medium to high grades are better than male students with low grades in the fields of mental health and relationship with friends. Female students with medium to high grades are better than female students with low grades in the fields of emotional tone, mental health, and relationship with teachers and friends. Sixth, by educational grade in school, middle school students with medium to high grades are better than lower grade students in the fields of emotional tone and mental health. Elementary school students and high school students do not show difference in their self-image based on their educational grade.

학생 목소리 연구로 본 배운 교육과정 연구 가능성 논의

김수진 ( Soojin Kim ),이찬희 ( Chanhee Lee ),정광순 ( Kwangsoon Jeong ) 한국교육과정학회 2022 교육과정연구 Vol.40 No.1

최근 학생 주체성 개념에 다시 주목하는 시점에서 본 연구는 영미권의 학생 목소리(student voice) 연구결과들을 중심으로 학생을 교육과정 개발자로 보는 배운 교육과정을 드러낼 수 있는지 그 가능성을 논의하였다. 연구를 위해서 먼저 학생 목소리 연구결과를 종합 검토하여 배운 교육과정 연구에 주는 시사점을 도출하였다. 연구 결과 첫째, 학생 목소리 연구는 학생의 의견을 학생에게서 직접 듣는 방식으로 접근하는 연구들을 통칭하는 분야였고 학생 목소리를 듣는 궁극적인 목적을 중심으로 세 가지(학교 개선, 교사발달, 학생 성장)로 구분할 수 있었다. 즉 학생 목소리를 들음으로써 공동체로서 학교 개선에 실질적으로 기여할 수 있고, 어떤 방식으로든 교사 발달에 기여하며, 무엇보다 학생들이 스스로 성장을 체감할 수 있게 한다는 점을 시사 받을 수 있었다. 둘째, 이 세 가지 관점은 곧 배운 교육과정을 탐구해야 하는 정당성 및 근거로 논의 할 수 있다는 것을 확인하였다. 배운 교육과정을 탐구함으로써 전체 교육과정 현상을 이해하는데 좀 더 실제성을 높일 수 있고, 국가교육과정이나 가르친 교육과정과 배운 교육과정 간 상호 호환성 및 순환 가능성을 높일 수 있으며, 국가교육과정이나 가르친 교육과정처럼 배운 교육과정도 그 실체를 탐구할 수 있다는 것을 확인하였다. While the concept of student agency has been extensively revisited in recent years, this paper explores the results of student voice literature to discuss the possibilities of learned curriculum research, viewing students as curriculum developers. This study reviews student voice literature to draw implications for learned curriculum research. The results show that (1) student voice studies pursue direct access to students' perspectives by listening to them, and are divided into three categories according to the purpose of listening: school reform, teacher development, and student development. Hence, student voice contributes to reforming schools practically, developing teachers professionally, and enabling students to experience their growth more personally. (2) The three identified perspectives on student voice justify learned curriculum research, and provide the grounds for its further discussion. Learned curriculum research is expected to enhance the practicality in understanding the whole curriculum phenomenon; increase the intercompatibility and circulation existing among the national curriculum, taught curriculum, and learned curriculum; and raise the feasibility of more substantial learned curriculum research in the manner of the national curriculum or taught curriculum research.