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- 저자 : 박부권(Park Bu Kwon) (검색결과 2 건)
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이미나,이건만,박부권,권숙인,김대일 한국사회과교육학회 2002 시민교육연구 Vol.34 No.1
IT혁명에 힘입어, 우리 사회가 정보네트워크사회·지식기반사회로 재구조화됨에 따라 교육분야에서도 이에 대한 적절한 대응이 요구되고 있다. 이 연구는 사회의 정보화와 학교체제의 대응간에 나타나고 있는 격차에 주목한다. 즉 학교가 정보네트워크사회로부터 어느 정도 지체되어 있는가를 살펴보고, 청소년들의 인터넷활용 실태와 문화를 조사한다. 이를 기초로 앞으로 I 주도적 학습체제가 나아가야 할 방향으로 I 주도적 정보지식 학습체제, IT사회의 노동시장에 적합한 학교교육, 교육적 상호작용방식의 디지털화, 교육과정·생활지도·인성교육의 디지털화를 제안한다. Currently, we are experiencing a rapid societal change due to information technology (IT). The perceived rapidity of this change presents major challenges to societal adaptation. Schools, like any other aspect of society, need to adapt to this societal change, originating from the IT revolution. We need to figure out what kinds of educational change need to take place. Therefore, this study explores what are I-directed Learning System and School Environments for Students in Net Culture. This issue is examined through the following three questions: 1. How can an information-oriented learning system play a role in helping students use and produce knowledge on their own? 2. How should education be changed to prepare students to survive in this knowledge-based labor market? 3. How should teachers interact with students in digital code? This study surveys people's perceptions about the gap between the present state of education and IT society. Separate questionnaires on the suject were given to teachers (n = 206), students (n=474), and parents (n=429) in Seoul. The data were analyzed with x2 tests. Besides, we also adopted qualitative methods such as participant observation in PC room, in-depth interviews with teachers and students about N-generations' culture, and so on. The findings and conclusions are summarized as following. This study found that presently education does not play a good role in offering information-knowlege appropriate to an IT society. Students are also not ready to use internet for gathering information. Most of them tend to use internet for entertainment tools (except for home assignments). School graduates are not able to meet the needs of companies or labor markets in this IT society. In other words, schools neither educate students with high-tech knowledges nor sufficiently nurture their creativity. Students and parents do not perceive the necessity of new concept of knowledge in the knowledge-based society, either. Students in digital code seem to have difficulty in interacting with schools who have stayed in analogue code. However, even students do not interact with others in the original way of digital code. They make virtual human relations not with outsiders of the third group but with intimate school friends. Based upon these findings, this study suggests how an information-oriented learning system should be built. This study analyzes three aspects of schooling regrarding these issues: teachers, curriculum and educational interaction. Regarding the issue of teachers, this study examines what the teachers' role as facilitators should be to help students produce their own knowledge with raw information. In addition, it redefines the concept of the teachers' authority and explores a labor cooperation system of teachers to increase the performance of their own teaching using internet. This study will also suggest various types of curricula which will complement the labour markets in an IT society. For example, the study suggests curricula which allow students diversified tracks; individualized curriculum ordered by each student, who is an educated prosumer and knows what they need; curriculum in fusion style where no borders exists between academic disciplines; and curriculum to enhance the students' practical intelligence as well as critical intelligence. Thirdly, the study investigates how digitalized interaction could be used in an educational setting at school. Proposed in the study are two-way-e-conversations between students within and beyond classrooms, between students and teachers, or between students and e-textbooks. In addition, several ideas to achieve educational goals more successfully are demonstrated using digital technology. This study promotes these kinds of educational reforms as result of the IT revolution. School is not an exception; it should also be flexible in a changing and evolving society.
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