初等學校 低學年 統合 敎育課程의 構成方式에 關한 硏究

최경노 公州大學校 敎育大學院 1997 국내석사

The purpose of this thesis is to present the proper types of integrated curriculum in an primary schools. As materials, two subjects of 'Inquiry Life' and 'Joyful Life' are analyzed by the constructive types of integrated curriculum The method of this study is like following: (a) after considering scholars various opinions on the integration so far. the types of integration and the development models of integrated curriculum are presented (b) according to the author's assumption, the integrative construction about 'Inquiry Life' and 'Joyful Life' in the sixth curriculum is also suggested. The results of this study are as followings '. (1) The constructive methods of integrated curriculum proper to primary schools have three kinds of types(a~c): a. According to the types of integration: mixed integration, conductive contribution integration, and united integration. b. According to the types related with subjects: intermittent integration, continuous integration, and inclusive integration. c. According to the learning factors of integration: experience-centered integration, expression-centered integration, and interest-centered integration. (2) The objectives are set up by considering the contents of subject matters on the basis of the needs of society or nation as well as the awareness of subject experts. And then, the selection of concrete contents, for example, a unit or a whole process for an hour activity can be constructed, In such a case, the level and method of integration must be decided according to the constructed reference. (3) In the case of 'Inquiry Life the type of integration is almost like experience-centered integration, but interest-centered integration should be more improved in the students' psychological propensity, and in the case of 'Joyful Life', there is only a little integration of subject-matters in each area, however, all the integrated parts should be expression-centered and interest-centered. In conclusion, in the sixth curriculum, although many kinds of flexibilities are given to teachers, most of teachers also have severe difficulties because the theory of integration may be strange to them. Therefore, further study on this problem need to be continued and integrated curriculum should be suggested which reflects the logical aspect of subject matters and the psychological aspect of learners.

韓·中 漁業資源管理制度의 比較硏究

崔炅老 진주산업대학교 2000 국내석사

This study aims to examine the system of fishery resource management in Korea and China, and In suggest that in order to alleviate fisheries problems between them it would be useful to introduce co-management system of fishery resource. The Fishing Catches of China is continuously increasing since 1980s. In 1989 China became the best fishing catches country that holds about 30% of world fishing catrhes. The rapid increase of fishing catches has caused inevitably quantitative and qualitative decrease of fishery resources. In the such point of view, Korea, to utilize together in the major fishing ground, has concentrated its attention on rapid increase of Chinese fishing catches. The measures for fishery resource management are variously established in China. Some measures e.g. the tax to build up fishery resources, the monitoring on larval fish proportion are unique to compare with Korea system. These measures may also be helpful to Korea. In the meanwhile, in response to the increasingly difficult problems faced by fisheries, the international community has adopted various agreements and arrangements that provide a legal and institutional context for responsible fisheries. Among these, the UN Convention on the Law of the Sea signed in 1982, codified the introduction of 200-mile exclusive economic zones(EEZs). In the case of the Code of Conduct for Responsible Fisheries, adopted by the FAO in 1995, states were encouraged to adopt the High Seas Compliance Agreement. A common theme highlighted by the various initiatives has been the call for a move to responsible and sustainable management of fisheries. The Declaration of Cancun(1992) endorsed the concept of responsible fisheries. The current state of the living fishery resources is recognised as a problem requiring urgent solutions in Korea and China. However, the selection of effective management instnunents is a difficult task, since the effect of each type of instnlment depends on a number of factors. It is therefore difficult to evaluate the effect of individual instruments. But if the management instruments used and their outcomes are identified for a large number of fisheries, it is possible to draw conclusions concerning the likely effects of various management insHlments. Resources which are not strictly within one nation's jurisdiction, i.e. straddling, transboundary and highly migratory stocks, require a high degree of international co-operation for effective management. Therefore, between Korea and China, there is a need for enhanced mutual co-operation to ensure that all fishing fleets comply with mutually agreed conservation and management measures. Co-management of fishery resource, including community based management systems and partnering arrangements, have proven to be successful approach to management in certain fisheries. They increase the fishers'participation in the process, inter aha, by transferring management responsibilities. In this respect, Korea and China must make an every effort to conclude a final agreement on fisheries as soon as possible.

교육복지 실현을 위한 학교경영 방향 탐색

최경노 한국교원대학교 2007 국내박사

The aim of this research is to form the foundation of school management for realization of education welfare based on our understanding on education welfare, to analyze the effects of school management on education welfare, and to research the direction of school management. We revealed the concept and logic structure of education welfare based on related work for school management, form the foundation of school management as an independent variable of education welfare by analyzing the change in the paradigm of school management. On the basis of this research, we set up a research protype, then investigated into the direction of school management for realization of education welfare. We mapped out the standard of school management based on the research on educational welfare and management, and conducted research targeting elementary and secondary school teachers. The subjects of the study were teachers in 8 cities, 20 schools, and vice-principals in the KNUE (Korea National University of Education) training course for principals. We studied their awareness level on school management for achieving education welfare using questionnaires. Our questionnaires examined the areas of the improvement of educational environment, learning and scholastic proficiency, educational guidance and counseling, and educational welfare programs on the basis of professionality, autonomy, responsibility, networking and financial affairs and standards of school facilities. Based on the results of the research, we found problems concerning school management, detected the direction for school management should take in order to accomplish educational welfare, and proposed the new direction that should be taken and the tasks that should be done. In Chapter II, we reviewed the concept and logic structure of education welfare, analyzed the change in the paradigm of school management, and set up the standards of school management as professionality, autonomy, responsibility, networking, financial affairs, and school facilities. In Chapter III. we analyzed questionnaire results with SPSSSWIN program for educational statistics. We also analyzed the t-test in order to find the difference between the present level and intended level on selected properties, enforced χ2-verification to know the difference of reaction by the background variable. We examined how their awareness level appears in educational welfare receiptor, the change on the direction of school management, selected properties (including professionality, autonomy, responsibility, networking and financial affairs and facility of school) according to education welfare and discussed the direction of school management for achieving educational welfare. In Chapter IV, we divided the direction of school management for realization of school welfare into the areas of promoting professionalism, strengthening the autonomy of school management, finding the responsibilities of school management, reinforcing network partnership, financial support and securing a budget, and expanding and improving school facilities. We suggested securing professionalism accomplishing educational welfare school management, presenting school manager's role and improving their quality, presenting the duties of future school management, networking with related institutions in the local community, securing school finance, responsibility administration of unit schools as the tasks for the changes which must be made in education management . Change of school management must bring out the education community constituents' capacity and needs a systematic device and environment development that will be able to magnify networking on basis of common concerns. Also, we changed existing school management methods, preparing a social environment that changes constantly in connection with educational institutions, and concluded that it is necessary for a new school management method. 이 연구의 목적은 교육복지에 대한 이해를 바탕으로 교육복지 실현을 위한 학교경영에 필요한 준거를 마련하고, 학교경영이 교육복지에 미치는 영향을 파악하여, 교육복지 실현을 위한 학교경영의 발전 방향을 탐색하는 데 있다. 교육복지와 학교경영에 관한 문헌 연구를 바탕으로 교육복지의 개념과 논리구조를 밝히고, 학교경영의 패러다임의 변화를 파악하여 교육복지 독립변인으로서 학교경영의 준거를 마련하였다. 이를 바탕으로 연구 모형을 설정하고 교육복지 실현을 위한 학교경영의 방향을 탐색하였다. 교육복지와 학교경영에 관련된 연구를 바탕으로 학교경영의 준거를 구안하고, 초등학교와 중등학교 교원을 대상으로 조사연구를 실시하였다. 전국 8개의 시·도 20개 학교 교원과, 한국교원대학교 교장연수 과정의 교감을 대상으로 교육복지 실현을 위한 학교경영에 대한 교원의 인식 수준을 설문 조사로 연구하였다. 교원의 인식수준은 학교경영의 전문성, 자율성, 책무성, 네트워크 형성, 학교재정, 학교시설의 준거를 바탕으로 교육환경 개선, 교수-학습 및 학력증진, 생활지도 및 상담, 교육복지 프로그램 영역에 대하여 조사하였다. 이 조사 결과를 바탕으로 현재 학교경영의 문제점을 찾고, 교육복지 실현을 위한 학교경영의 방향을 들어 교육복지 실현을 위한 학교경영의 과제를 제안하였다. 제Ⅱ장에서는 교육복지의 개념과 논리구조를 검토하고, 학교경영의 패러다임의 변화를 고찰하여 학교경영의 준거를 전문성, 자율성, 책무성, 네트워크 형성, 학교재정, 학교시설로 설정하였다. 이를 바탕으로 제Ⅲ장에서는 조사 연구를 위한 분석 준거를 마련하여 설문 조사한 결과를 분석하였으며, 자료 처리는 교육 통계 SPSSWIN 프로그램(Ver 12.0)을 이용하였다. 조사 결과는 전문성, 자율성, 책무성, 네트워크 형성, 학교재정, 학교 시설에 대한 현행 수준과 지향 수준에 대한 차이를 알아보기 위해 t-test 분석을 하였으며, 각각의 준거에 대한 배경 변인별로 반응의 차이를 알아보기 위해 χ2검증을 하였다. 현재 학교경영에 대한 교원의 인식 수준이 교육복지 수혜대상, 학교경영 방향의 변화, 교육복지에 따른 전문성, 자율성, 책무성, 네트워크 형성, 학교재정, 학교 시설에서 어떻게 나타나는지 살피고, 교육복지 실현을 위한 학교경영의 방향을 논의하였다. 제Ⅳ장에서는 교육복지 실현을 위한 학교경영의 방향을 학교경영의 전문성 제고, 학교경영의 자율성 신장, 학교경영의 책무성 확보, 네트워크와 파트너십 연계체제 강화, 재정지원 및 예산확보, 학교시설의 확충으로 제시하였다. 이러한 학교경영의 방향을 종합하여 교육복지 실현을 위한 과제로 학교경영의 전문성 확보, 학교 경영자의 역할 부여 및 자질 개선, 미래지향적 학교경영의 책무성 부여, 지역사회 유관기관과의 네트워크 형성, 학교재정의 확보, 학교시설 확충, 단위학교 책임경영을 제시하였다. 교육복지 실현을 위한 학교경영의 변화를 위해서는 교육공동체 구성원들이 역량을 최대한 발휘해야 하며, 공동의 관심사를 중심으로 네트워크를 확대시킬 수 있는 제도적 장치 및 환경 조성이 필요하다. 또한 교육조직을 둘러싸고 끊임없이 변화하는 사회 환경에 대비하기 위해서는 기존의 학교경영 방식을 바꾸고 새로운 학교경영에 대한 방향 정립이 필요하다는 결론에 도달하게 되었다. 교육복지 실현을 위한 새로운 학교경영은 단위학교 중심으로 이루어져야 한다. 단위학교는 지역사회와 지방자치단체, 교육청과 네트워크를 형성하고, 이를 통해 학교 재정도 안정적으로 확보해야 한다. 또한 단위학교 경영의 자율성을 바탕으로 학교 구성원과 학부모, 지역사회 주민은 교육복지가 실현될 수 있도록 학교경영의 기획 에서 조직화, 전문화, 실행, 평가 및 피드백 단계에 참여하도록 해야 한다.