한국의 교육방송 제도

남명자 국제비교한국학회 1996 비교한국학 Comparative Korean Studies Vol.2 No.-

The purpose of this study is tom examine and analyze the existing Korean Educational Broadcasting System (EBS), in order to find the new direction in which the EBS can take a part of responsibilities for the Korean people's life-long education. Television has been with us about 40 years. It is hard to estimate the extend to which television has influenced our society and education. However, it is clear that educators, research scientists, and broadcasters have studied the powerful educational impact of the television medium for years. In this era of explosive change, television cannot be regarded as panacea for all our educational needs but many educators consider it an important medium for specific aspects of contemporary education. Dissatisfaction with current educational practices has been overwhelming in Korea among teachers, school administrators, parents and educational leaders and scholars in these decades. And it is now everywhere evident that appropriate policy measures to improve the quality of education need to be developed. Some of the important problems of Korean education can be summarized as follows: 1) Low achievement tendency: 2) Regional gap between urban and rural schools in the quality of instruction: 3) Discontinuity among major phases of educational processes: 4) Structural discrepancy or conflict between national education budget and unit cost : 5) Labor-intensified characteristics of instruction : and 6) Over-crowded classrooms. KEDI was established to meet the needs expressed or implied in the above description with the educational broadcasting system. In Korea the educational radio broadcast started from 1951. However, the ETV started with the foundation of KEDI in 1972. The KEDI broadcasting system comprised one integral part of the total of KEDI's development project. The educational broadcasting project being undertaken at KEDI will utilize the broadcast media in the instructional process. Instructional broadcast programs are an integral part and coordinate part of the various materials designed and developed in accordance with the objectives and instructional design. However, the failure of the T-COM transmission system brought many problems in the development of EBS. KBS became a part of the EBS since KBS took over the transmission system of EBS. The KBS has been responsible for social educational programs and transmission for the EBS while KEDI undertook the responsibility just for the school instructional programs. This complicated dual operational system was a reason to preventing the development of EBS. Therefore, in 1991, the transmission system was allowed to EBS in order to reduce the complication. The transmission system is allowed to EBS, however, the operating system of EBS still remains with many problems. The problems EBS encountered are as follow: First, the EBS is not yet an independent organization but it is undercontrolled by the Ministry of Education as a part of KEDI system. The broadcasting environment is changing rapidly. It is necessary to be an independent organization so that it can make a decision for itself without hindrance from the bureaucratic controls. Second, it is urgent to obtain its own financial sources. EBS is operating by the government financial support and advertisement. However, advertisement in EBS can give a bad image to the audience. The other countries, such as BBC in England, NHK in Japan, and also such countries like U.S.A., France, and Germany, are operating the educational broadcasting by their own financial support system. It is desirable to find Korea's own financial support system so that the quality of educational programs can be elevated for the further stage. If the financial problems were solved then it is easy to keep the educational broadcast production members. So far many of the production experties had been left to the other broadcasting stations cause of the low salary and not having the opportunities for a better program production. Third, the EBS objectives are not clear. Since it was founded as an integral part of the educational system it is developed as a narrow means of instructional broadcast rather than as a broad means of educational broadcasting. With the development of new media the broadcasting environment is changing rapidly. It is necessary to broaden the meaning of ETV so that it can take a part of Korean people's life-long education. Fourth, the research section is needed to be strengthened. So far researches have been emphasized on curriculum matters. However, the research should be conducted for the need assessment of variety social classes. So that the broadcast programs can be developed on the basis of their needs and wants. Finally, various factors in the television medium stimulate the learning experiences. One of the most important factors in that the medium has an entertainment function as well as an educational one. So far educational television is not watched since it is not interesting. Some people work hard at odious tasks because they have acquired exotic taste for doing so. But most people probably learn best when they want to learn and what they want to learn. Therefore, television's entertainment function becomes important. There seems to be a new field that seeks to discover how to make a program which is excited and yet educational. In order to present a good educational program, it is necessary to develop "production aesthetics." Since production aesthetics encompasses those variables and variable complexes that can change the television medium from a simple distribution device to a creative medium with its own structural aesthetic characteristics. It seems obvious that television medium can be an effective tool for education. To use it as such, it is necessary to meet the needs of EBS for Korean people's life-long education sake.

텔레비전 효과가 어린이에게 미치는 영향에 관한 연구 : Emphasis on Learning, Reading, and Brain Function 어린이의 학습과 독서와 뇌의 기능에 미치는 영향을 중심으로

南明子 亞洲大學校 1989 論文集 Vol.12 No.-

The purpose of this study is to explore effects of television on children, emphasis on learning, reading, and brain function in relation to television. The method of this study was to analyze mainly the related research materials according to the purpose of this study. The study was discussed as follows; The first section compared TV instruction and regular classroom instruction. The comparisons are to show no differences in learning from the two sources. Then a question arises why it is useful to employ the TV instruction which involves much of effort, time, and economic matter. The answer to this question is that the characteristics of TV medium are good to elevate the quality of education, especially it can take over the life long education for audience. In the second section, the negative roles of television in children's intellectual development are discussed. Children in the era of TV are not likely to engage in reading and writing because they require complex mental manipulations. TV watching does not prevent normal children from acquiring reading skill but it seems to compound the problems of with reading disabilities. In the last section, the different tasks of the two brain hemispheres in relation to watching TV are discussed. The left hemisphere operates most of verbal and logical activities while the right hemisphere is specialized for visual, spatial and emotional activities. Recent largescale early education programs for infants and very young children are begining to demonstrate that early and persistent enrichment can lead to permenent gains in mental ability. And conversely, social evidence suggests that the defects of an environmentally impoverished early childhood cannot be filled up later by remedial programs and opportunities for mental stimulation. To a young child in his lanuage-learning years, any extended regression into nonverbal mental functioning such as the television experience offers must be seen as a potential setback. It is no doubt that the impacts of TV on children are enormous. However, it is important to approach this problem of what do children do with the medium rather than what does the medium do to children.

비행 청소년의 문제와 상담의 과제

남명자 아주대학교 인문과학연구소 1998 인문논총 Vol.9 No.1

텔레비전 중독증과 어린이

남명자 아주대학교 인문과학연구소 1995 인문논총 Vol.6 No.1

텔리비전의 폭력적인 프로그램이 어린이에게 미치는 영향

남명자 亞州大學校 1990 論文集 Vol.13 No.-

The purpose of this study is to explore the impcat of televised violence on children.The method of this study is to analyze mainly the related research materials according to the purposse of this study. The effects of televised violence can be divided into four big categories which are expressed as observational learning theory,catharsis theory,desensitization toward violence,and paychological predisposition of children. Proponents of the observational learning theory hold that children learn to behave aggressively from the violence they see on television in the same way they learn cognitive and social skills from watching their parents,siblings,peers,teachers,and others.Laboratory studies have demonstrated many times that chidren imitate aggressive behavior immediately after they have seen it on film of television. Contrary to the observational learning theory is the catharsis theory,which predicts that aggression will be reduced after watching violence on television. Supposdly through catharsis,the need of desire to be aggressive is dissipated by looking at violence on television. In terms of desensitization toward violence,a disturbing possibility exists that the television experience has not merely blurred the distinctions between the real and unreal for steady viewers, but that by doing so it has dulled their sensitivities to real events. For when the reality of a situation is diminished,people are able to react to it less emotionally,more as spectators. Howecver,children's reaction toward violence can be differntiated according to the predisposition of the children. In the process of socialization every child confront with different environment and that will formulated individual differences. Through watching the televised violence some children would imitate aggressive behavior and imprint it in their mind,on the other hand some children would not affected negatively at all. Research on televised violence continues and researchers still disagree but there has been fairly wide spread agreement that TV violence should be decreased. Even if the great majority of the children are unaffected by televised violence,and even if only a small fraction is negatively affected,it is necessary to determine how the negative effects can be alleviated.

敎育의 效率化를 위한 敎育媒體 活用에 관한 硏究

南明子 아주대학교 1982 論文集 Vol.5 No.-

The purpose of the study was to find the effective methods of utilizing the educational media to evevate the quality of education. It is found that there are four ways to utilize the educational media which are as follow: 1. Total teaching method - Curriculum is designed to teach the class with educational media as a main part of teaching. In this method, teacher's aid and the other materials are becoming as the supporting part of teaching. 2. Supplementary teaching method-Educational media is utilized to support the important points of the lectures. 3. Enrichment program method - Educational media programs do not have direct relationship with the lecture. However, it has indirect connection with the lecture and it enriches the education in general. 4. Individualized instructional method- Educational media programs are utillzed to help the students for their individual studies out of the classroom. In order to utilize the educational media for its maximum effectiveness, the curriculum design should be organized as the following steps: 1. Establishment of instructional objectives 2. Pre-assessment of students. 3. Selection of instructional procedures and materials 4. Conduction the evaluation It is essential to use educational media for the effectiveness of education in this rapid changing era. It can bring fresh and new ideas into the classroom without any delay and also it can bring benefit to the large number of students. However, the follwing points are need to be considered: the development of quality software, conducting in-service training programs, and having training programs, and having supports from The Ministry of Education..

예비유아교사의 자연탐구활동과 그에 대한 저널쓰기 경험의 교육적 의미 탐색

남명자,이현경 한국영유아교원교육학회 2010 유아교육학논집 Vol.14 No.2

The purpose of this study was to examine the relational experiences of pre-service early childhood education teachers during natural inquiry activities and the educational meaning of their experiences in an attempt to give some suggestions on education of preschool teachers. A narrative inquiry, one of the best ways to explore human experiences, was implemented, and the journals of the subjects and their interview data were analyzed. The participants in this study were 14 sophomores in the department of child care and education. There appeared four different types of relationships that the pre-service preschool teachers formed while participating in natural inquiry activities: sympathy with nature(relationship with nature), conversation with oneself (relationship with oneself), creating a learning community with peers (peer relationship), and encounter with science (relationship with science). In terms of education for preschool teachers, the relationship suggests that pre-service teachers should be educated to build a significant personal relationship with nature and science, and that an academic community should be utilized in education of pre-service early childhood education teachers. 본 연구는 예비유아교사들이 자연탐구활동을 통해 맺는 관계 경험을 알아보고 그것이 어떤 교육적 의미가 있는지 탐구하여 유아교사교육에 주는 시사점을 찾고자 하였다. 이를 위해 인간 경험을 탐구하기에 적절한 내러티브 탐구 방법을 적용하여 참여자들의 활동 저널, 면담 자료 등을 사용하였다. 연구참여자는 영유아보육학과 2학년 14명이다. 예비유아교사들이 자연탐구활동을 통해 맺는 관계는 자연과 교감하기(자연과의 관계), 나 자신과 대화하기(자신과의 관계), 또래와 학습공동체 만들어가기(또래와의 관계), 과학과 만나기(과학과의 관계) 등 4가지 유형으로 나타났다. 그리고 이 관계가 유아교사교육에 주는 시사점은 자연 및 과학과 개인적으로 의미 있는 관계를 맺을 수 있는 교사양성과 예비유아교사 교육에서 학습공동체를 활용해야 한다는 것이다.

텔레비전이 어린이의 상상력과 창의력에 미치는 영향

남명자 아주대학교 인문과학연구소 1995 인문논총 Vol.6 No.1

교사 전문성 맥락에서 본 유아교사의 ‘의미‘­장애유아통합어린이집 사례를 중심으로-

남명자 한국영유아교원교육학회 2006 유아교육학논집 Vol.10 No.4

유아교육 텔레비젼 프로그램 개발을 위한 프로그램 分析에 관한 연구

南明子 亞洲大學校 1984 論文集 Vol.7 No.-

The purpose of this study was to analyze the preschooler's television programs in order to help to develop a quality children's educational TV program. If television is one of the most popular medium for preschoolers and if they do enjoy to watch it, then it is necessary to develop a quality educational programs for them. The three existing preschooler's TV programs which are "One Two Three", "Po Po Po", and "TV Kindergarten" were content analyzed and questionaires were given out to the kindergarten teachers for this study. The three preschooler's TV programs were esed magazine program format. The educational objectives of the programs are included cognitive, affective, and social-moral domains. However, the programs are not considered the active participation, motivation, and cognitive developmental stage of the children. The program production cost seems to allocated for the minimum budget. Therefore, the programs could not used variety production techniques. The most of the production was done in the studio so that it gives feeling of congestion and did not lead children to the outside of the world. In order to elevate the quality of the program, it is necessary to organize children's TV program committee which includes educators, psychologists, broadcaters, advertisers, graphic designers, animators,and actors and actresses. In this way the program will have scientific educational values which will enhance children's cognitive, affective, and social-moral development.