近代敎育에 대한 인식에서 나타나는 葛藤 : FROM THE YEAR 1876 TO 1904 개항 - 1904년

최양미 대신대학교 人文科學硏究所 1994 人文科學硏究 Vol.2 No.1

ABSTRACTThe purpose of this study is to investigate the developing process of the tradi-tional educational ideas and to identify the characteristics of the education in the en1ightening period in Korea.The method of this study invo1ves the analyzing of materials such as Old Korean Kwanbo, newspapers which were published in the enlightening period in Korea, school histories, textbooks, and other related booksIn order to achieve the goal, what conflict is brought about between the traditional educational characteristics and the modern ones in the process of acceptingthe modern education from 1876 to 1904 is analyzed.The main results and findings of this study can be summarized as follows : In the enlightening period in Korea, both the educational ideas and the reality per-formed in educational institutions has brought in opening for educationa1 opportunities and changing in the course of study, especially emphasizing on the pragmatism. On the other hand, they have given a little concern to the citizenship like the idea of freedom, the principle of equality, personal rights and obligations the important characteristics for the modern spirit in the educational aims. The purpose of this study is to investigate the developing process of the traditional educational ideas and to identify the characteristics of the education in the enlightening period in Korea. The method of this study involves the analyzing of materials such as Old Korean Kwanbo, newspapers which were published in the enlightening period in Korea, school histories, textbooks, and other related to oks. In order to achieve the goal, what conflict is brought about between the traditional educational characteristics and the modem ones in the process of acceptingthe modern education from 1876 to 1904 is analyzed. The main results and findings of this study can be summarized as fol1ows : In the enlightening period in Korea, both the educational ideas and the reality performed in educational institutions has brought in opening for educational opportunities and changing in the course of study, especially emphasizing on the pragmatism. On the other hand, they have given a little concern to the citizenship like the idea of freedom, the principle of equality, personal rights and obligationsthe important characteristics for the modern spirit in the educational aims.

럿셀의 新實在論과 敎育 : 라이프닛쯔의 單子論과의 비교 고찰

최양미 이화여자대학교 사범대학 교육학과 1980 교육 연구 Vol.- No.49

보육교사의 교권 인식이 조직몰입에 미치는 영향

최양미,김보현,이홍재 미래유아교육학회 2019 미래유아교육학회지 Vol.26 No.4

본 연구는 보육교사의 교권에 관한 인식이 조직몰입 변인에 미치는 영향을 분석하는 것을 목적으로 한다. 이를 위해 경기도 내 어린이집에 재직 중인 보육교사들을 대상으로 설문조사를 실시하여 교권 인식 및 조직몰입 관련 자료를 수집하고 위계적 회귀분석을 실시하였다. 그 결과 보육교사의 교권에 관한 인식이 조직몰입에 미치는 영향은 조직몰입 하위 변인에 따라 차이를 보였는데, 보육교사의 신분 및 재산권에 관한 인식이 정서적, 지속적, 규범적 몰입을 결정하는 데 중요한 예측 변인으로 분석되었다. 또한 정서적, 지속적, 규범적 몰입에 대한 보육교사의 교권 인식 설명력에도 차이를 보였는데, 교권에 관한 인식은 규범적 몰입과 정서적 몰입에 비해 지속적 몰입을 더 효과적으로 설명하고 있는 것으로 나타났다. 이러한 결과들은 보육교사의 조직몰입도는 보육교사의 교권 인식 향상을 통해 높아질 수 있음을 의미하며 보육교사의 교권 감수성을 길러주는 것이 보육의 성과를 높이고 질적인 향상을 도모하는 방법임을 시사한다. The purpose of this study was to analyze the effect of child care teacher’s perception of rights on the organizational commitment. To this end, a survey was conducted on 364 early childhood teachers in a daycare center in Gyeonggi-do to collect data related to authority recognition and organizational commitment and to perform hierarchical regression analysis. As a result, the effect of early childhood teachers’ perception of rights on organizational commitment differed according to the organizational commitment sub-variable. Perceptions of early childhood teachers’ identity and property rights were analyzed as important predictors of determining emotional, continuous and normative commitment. In addition, there was a difference in the early childhood teachers’ perception of rights regarding emotional, continuous, and normative commitment. The perception of early childhood teachers’ rights was more effective in explaining continuous commitment than normative and emotional commitment. These results imply that the organizational commitment of early childhood teachers can be increased by improving the awareness of child care teachers, and that fostering the sensitivity of child care teachers is a way of improving the quality of child care.

退·栗 人性論의 敎育的 意味

최양미 이화여자대학교 대학원 1988 梨花女子大學校 大學院 論文集 Vol.1 No.-

〔쟁점연구 : 교육목표〕유치원 교육과정의 교육적 인간상에 대한 비판적 고찰

최양미 한국생태유아교육학회 2010 생태유아교육연구 Vol.9 No.4

This article reviews the ideal of the educated person and educational goals in the national kindergarten curriculum. It analyzes an advancement plan for early childhood education, discusses a future-based curriculum and key competencies in early childhood, and examines the image of the child in the society of the future. It makes several suggestions:· That the ideal of the educated person in the national kindergarten curriculum should be connected with the educational goals and objectives of each area, presented after adaptation to the children's level. · That essential values in education, efficiency, or functional values, should be pursued through an advancement plan for early childhood education, a future-based curriculum, and key competencies in early childhood. · That the national kindergarten curriculum should be revised to encourage children’s abilities to relate to others and to nature. 이 연구는 유치원교육과정 개정 논의를 위한 기초로서 유치원 교육과정의 교육적 인간상과 교육목적, 유아교육 선진화와 미래형 교육과정, 유아기 핵심역량의 개념을 분석하고, 미래사회가 요구하는 어린이상에 대하여 살펴보았다. 연구 결과, 현행 교육과정의 인간상 및 교육목적이 교육과정 개정의 기본 방향을 반영하지 못하고 있음을 지적하고, 교육적 인간상과 교육목표, 영역별 목표가 잘 연계되도록 구성되어야 하며, 유아 수준에 적절하게 번역, 제시되어야 함을 제시하였다. 유아교육 선진화와 미래형 교육과정, 유아기 핵심역량 등의 개념은 효율성이나 기능적 측면이 아닌 교육 본질적인 가치를 추구하는 방향으로 반영되어야 할 것이며, 미래 사회의 변화에 대응하여 인간과 자연과의 관계 능력을 길러주는 방향으로 교육과정 개편이 이루어져야 함을 주장하였다.

진정한 교육개혁을 위하여 : 대안적 학교교육의 모색

최양미 안양대학교 人文科學硏究所 1996 人文科學硏究 Vol.4 No.1

AbstractAn alternative edncation started with a critique of the existing school edncation. The alternative school movement in Korea was launched in the 1980's. Nowadays many alternative school attempt various programs.The alternative school has three types; alternative school within schooling, near schooling and beyond schooling. They are oriented to the construction of a community filled with cooperative spirit and committed to the cause of reverence for life and communiton with nature. They emphasize freedom of the individual and student-centered activities. And they are attempting to establish small schools rooted in community.The alternative school edncation in Korea has nat a long history, but this movement is launched by various subjects and with various programs.Although there are several unsolved tasks in its programs, administrations and management, the alternative school edncation will be a starting point for a genuine educational reform which overcomes uniformity and rigidity of the existing school edncation, if efforts are made to formulate and porpagate ideas and philosophies of alternative edncation and to solve the porblems such as connection among subjects participating in the alternative school movement, and relevance to an existing social reality.

천국의 듀이즘 해석과 적요에 관한 연구

최양미 안양대학교 1997 논문집 Vol.17 No.-

The educational philosophy of Chun Won (Oh, Chun-suk) can be summarized as democratic education and education for national restoration. The most of the former studies suggest that Chun Won's thoughts have changed from democracy to nationalism, but this study concludes that these ideas are based on Dewey's philosophy of democratic education and reflective thinking. In adopting Dewey's ideas. Chun Won advocates the new image of mankind and democratic education at first, but later on places emphasis upon concrete methods for realizing the democratic education in Korea at that time. It is the product of deliberation and reflection about Korean's conditions. But his point of view does not change from democracy to nationalism as the conclusion of researches. He interprets Dewey's ideas in the historical context of Korea. That is, Chun Won is still in the framework of Dewey's philosophy, and adopts Dewey's ideas practically.

발도르프 교육론에 대한 기독교적 조명

최양미 한국실천신학회 2012 신학과 실천 Vol.0 No.30

슈타이너의 인지학 이론에 기초하고 있는 발도르프 교육은 학교교육에 대한 대안으로서 교육학연구 분야에서 긍정적인 평가를 받고 있다. 슈타이너는 인간은 신체, 영혼, 정신의 통합적 존재이며, 또한 4가지 기본적인 구성요소를 가진 존재라고 주장하였고, 기질론과 7년 주기의 발달론을 제시하였다. 이러한 주장들을 기초로 발도르프 교육학이 성립된 것이다. 발도르프 교육에서는 개인의 개성과 자유, 전인적인 발달, 예술적 접근, 자연친화적 방법 등을 제시하고 있다. 특히 발도르프 유아교육에서는 의지와 모방, 일상생활의 리듬과 질서, 자유로운 놀이와 자연적인 환경 등을 중요한 교육원리로 강조한다. 이러한 발도르프 교육의 원리 및 방법 등은 우리 교육에 많은 시사를 줄 것으로 기대된다. 이런 점에서 최근 기독교교육자들도 발도르프 교육원리를 긍정적으로 수용하려는 시도를 하고 있는데, 이들은 생태교육의 관점에서, 자유로운 기독교종교수업으로서, 그리고 영성교육의 관점에서 발도르프 교육에 대해 접근하고 있다. 이들은 대체로 인지학 이론이나 기독교적 신관, 인간관에 대한 심도있는 연구보다는 발도르프 학교가 시행하고 있는 교육실천들 속에서 시사점을 찾으려 하고 있다. 그러나 슈타이너의 인지학에 더 주목하는 연구들은 발도르프 교육이 기독교교육과 공존할 수 없다고 주장한다. 슈타이너의 신관, 인간관, 인식론 등이 기독교의 주장과는 다르다는 것이다. 그러나 유치원과 같은 하나의 제도나 아이디어가 다른 지역으로 확산되어 가는 경우에, 그 지역의 환경과 요구에 따라 재맥락화를 통해 변화되기 마련이다. 마찬가지로 발도르프 학교교육은 이것을 받아들이는 사회의 역사적, 정치경제적, 문화적, 물리적 상황에 따라 적절히 변형되면서 전 세계에서 수용되었다. 따라서 우리도 발도르프 교육론에 대하여 기독교교육의 관점에서의 변형과 재맥락화를 통하여 한국에서의 기독교교육의 정체성을 더 풍부하게 해 줄 방향을 모색하여야 할 것이다. Waldorf education based on Steiner's anthroposophy is valued positively as an alternative to the school education in the area of education research. Steiner maintained that human is an integrated agent of body, soul, and spirit, and has 4 fundamental components. He also proprsed the temperament theory and the development theory of 7-year-cycle. He developed Waldorf education theory on the basis of his contention. The principles and methods of Waldorf education emphasis on the individuality, freedom and development as a whole person, 'Erziehungskunst' approach, nature-friendly methods. Especially in the Waldorf early childhood education, it is emphasized that will and imitation, rhythm in daily life and order, play and natural environment are important principles of education. The educational principles and methods of Waldorf education are expected to be highly suggestive to Korean education. Recently, in this regard, some Christian educators make attempts to receive ideas of Waldorf education. They approach to the Waldorf education from the perspective of ecological education, chisristian religious education, and spiritual education. They try to discover some suggestions from educational practices in Waldorf schools not from the in-depth research about anthroposopy, Christian doctrine of god and man. But some researchers who attach greater importance to Steiner's anthroposophy persist that Waldorf education can not be allowed co-exist with Christian education. They say Steiner's assertion about Christian doctrine of god and man, the theory of kowledge is different from the Christianity. But, in case that ideas or institutions such as kindergartens diffuse to other countries or areas, it should be changed through recontextualization according to the influence of environment or needs of the region. Likewise, Waldorf school education is received through suitable transformation according to historic, political and economic, cultural, and present circumstances in many countries. Therefore, Christian educators should try to make a solution to rich in the identity as Christian education from Waldorf education, through transformation and recontextualization in viewpoint of Christian education.

특별활동의 편성과 운영

최양미 국립특수교육원 2005 직무연수 Vol.- No.13

아동중심교육사상의 의미에 대한 검토

최양미 대신대학교 1994 논문집 Vol.14 No.-

The term 'Child-Centered' is one of the most obscure in the whole field of educational discussion. The term 'Child-Centered' is a term of protest: a protest against formal & verbal education and against to a notion of education that involves moulding or deliberately forming any aspects of the child personality. The notion of 'Child-Centered' has three criteria to constitute a minimum definition. These are as follows : (1)the child should be regarded as an end in himself. (2)the child should be treated as a child and not as a miniature adult. (3)individual differences between children should be taken account. There are four ideas which frequently occur in connection with the idea of child-centeredness. These are needs and the needs-curriculum, children's interests, education according to nature, learning by discovery. This study examines implications of these four ideas. In conclusion, needs, interests, readiness and learning by discovery seem capable of more than one interpretation. Therefore the term 'Child-Centered' itself too obscure to be of much practical benefit. But nevertheless, child-centered education has a value on the point that it drawn our attention to the importance of the child himself as an ed, especially considering the reality f school education as test-preparation in our society. So the close examination about the concept is required for the strict application s a useful concept not as a mere slogan.