英語敎育에 미치는 英美文化 硏究

최경란 東洋大學校 敎育大學院 2004 국내석사

This study was made on the importance of understanding American-English culture in English education. It is obvious that culture is closely connected with language. A language contains the culture which has formed within the nation and the people. Nobody can completely understand or learn English without understanding the culture in which the language is spoken. Using inappropriate English can cause mistakes and conflicts in English conversations. The study was designed as follows. 1. The meaning of culture and the close correlation between language and culture were investigated. This means that society has a culture which combines its material and immaterial aspects as well as its lifestyles and behavioral patterns. 2. It's very useful for students who learn English and American-English culture to investigate the differences between the Korean language and the English language as well as between Korean culture and American-English culture. It's also important to compare Korean life styles and Korean ways of thinking with those of American-English. 3. The relative importance of American-English culture throughout the textbooks, the various ways of presenting cultural elements in the classroom, and the fact that English teachers should be qualified to teach the foreign language effectively show that efficient teaching methods for American-English culture should be developed in various ways. In conclusion, English teachers should have objective and impartial viewpoints when teaching culture. And the textbooks should have systematic and gradual constructions of the various aspects of the English culture. In addition, this study proves the importance of the input of American-English culture for efficient English education.

初等學校 學敎運營委員會의 運營實態와 改善方案에 關한 硏究

홍영호 東洋大學校 敎育大學院 2003 국내석사

학교운영위원회는 학교운영에 교원, 학부모, 지역인사가 참여함으로써, 학교정책 결정의 민주성 및 투명성을 확보하고, 지역실정과 학교특성에 맞는 다양한 교육을 창의적으로 실시할 수 있도록 심의·자문하는 기구이다. 본 연구는 교육발전을 위한 학교운영위원회의 바람직한 역할 및 제도와 운영상의 개선방안을 탐색하는데 목적이 있다. 그래서 조사연구를 통하여 현재 시행 중인 학교운영위원회에 대한 교사위원과 일반교사의 인식을 분석하였다. 그리고 운영실태를 살펴보고 현장의 문제점을 진단하였으며, 그에 따른 개선방안을 제시하고자 하였다. 이런 목적을 달성하기 위한 구체적인 연구내용은 다음과 같다. 첫째, 학교운영위원회의 운영실태에 관한 교사위원과 일반교사의 인식과 견해를 파악한다. 둘째, 학교운영위원회 운영에 대한 실태분석을 기초로, 학교운영위원회의 기능에 관한 제도상의 문제점과 운영상의 문제점을 규명한다. 셋째, 드러난 학교운영위원회 운영과 제도상의 문제점에 대한 개선방안을 제시한다. 위 연구문제의 해결을 위하여, 학교운영위원회 제도 시행의 근거가 되는 이론적인 배경에 대하여 탐색하고, 학교운영위원회에 대한 교사위원과 일반교사의 인식과 견해 그리고 운영실태와 개선방안에 관한 설문지를 제작하여, 경상북도 구미시 지역 9개 공립 초등학교의 교사위원과 일반교사를 대상으로 조사연구를 하였다. 본 연구의 주제인 ‘초등학교 학교운영위원회의 운영실태와 개선방안에 관한 연구’를 통하여, 교원위원과 일반교사의 학교운영위원회에 대한 인식과 운영실태 그리고 개선방안에 대한 결론과 제언은 다음과 같다. 첫째, 교사들의 학교운영위원회에 대한 인식은 긍정적이었으며, 현행 학교운영위원회 제도에 대하여 대체로 잘 이해하고 있었다. 그리고 학교운영위원회 제도의 필요성에도 대체로 공감하고 있었다. 따라서 학교운영위원회 제도가 단위학교에 정착되고 있다고 본다. 앞으로 모든 운영위원들은 전문적인 지식과 사명감으로, 학교운영에 자발적이고 적극적으로 참여하여, 교육발전에 기여하여야 할 것이다. 둘째, 현재 학교운영위원회의 심의 안건은 ‘학교재정에 관한 사항’에 매우 편중되어 있다. 앞으로는 '교육과정' 등의 실질적인 교육내용에 관한 안건에 관심을 높여, 교육의 효과성과 교육 현실의 개선 및 학생들의 행복에 이바지해야 할 것이다. 셋째, 현재 학교운영위원회는 실질적으로 학교장과 교원위원이 주로 심의 안건을 상정하고 있다. 그리고 학교장 및 학부모위원이 주로 의사결정의 주체가 되고 있다. 앞으로 교사와 학생 그리고 지역의 의사도 충실히 반영될 수 있는 방향으로 운영의 개선이 이루어져야 할 것이다. 넷째, 학교운영에 대한 의사결정에서 교사와 학부모 그리고 지역사회의 전체 의사 수렴활동이 미약하다. 따라서 교육 공동체 형성과 학교운영의 민주화 정착을 위하여, 전체 교직원회의와 학부모회를 학교운영위원회의 연계기구나 산하기구로 법제화하는 방안을 적극 검토할 것을 제안한다. 다섯째, 현행 교육행정 체제에서 상급기관은 단위학교를 관리하는 기능이 지나치게 강한 게 사실이다. 학교운영위원회가 실질적인 단위학교의 자치기구가 되기 위해서는, 외국의 사례와 같이 상급기관이 지원을 하되 간섭을 최소화하여, 학교장을 중심으로 한 단위학교 운영에 대한 폭 넓은 재량권을 부여해야 할 것이다. 여섯째, 학교운영에 학생들의 의사가 어떤 형태로든지 반영되고 있음은 다행한 일이다. 학교운영위원회 제도도 학생들의 창의성 육성과 바른 인성 함양 그리고 행복을 위해 존재한다고 생각한다. 그리고 학생들이 직접적인 교육의 수혜자이자 당사자이기 때문에, 외국의 경우와 같이 학교운영위원회에 학생들을 참여시키는 방향으로 제도를 개선할 것을 제안한다. 일곱째, 현재 도교육위원회 교육감과 교육위원의 선출은 학교운영위원회 위원이 직접선거로 선출하고 있다. 그러나 교사들은 전체 교원들의 직접선거를 원하고 있다. 이것은 교사들의 참여 민주주의에의 열망이라고 생각하며, 어떤 방안으로든 선출방법의 개선이 있어야 한다고 생각한다. 여덟째, 설문지의 질문에 대한 응답에서 반응한 교사들의 연령과 직책에 따른 결정적인 유의미한 차이는 없었다. 그러나 일부 항목에서 학교운영위원회에 대한 인식과 견해의 차이가 분명히 있었다. 세대간의 갈등 또는 직책에 따른 입장차이의 극복과 통합은, 앞으로 우리 교직사회가 극복하고 통합해야만 할 중요한 과제라고 생각한다. 이상의 연구결과를 종합하면, 앞으로의 학교운영위원회의 운영에는 학교공동체 구성원들이 교육발전에 이바지하려는 사명감을 가지고, 자발적이고 적극적으로 참여하는 게 가장 중요하다고 본다. 다음은 상급기관이 불필요한 간섭을 최소화하여야 하며, 학교장을 중심으로 한 단위학교 자율경영을 지원하는 행정적·재정적 체제가 법률적인 제도로 뒷받침되어야 하겠다고 생각한다. 마지막으로 단위학교 자체가 보다 더 민주적인 풍토로 변화하여, 모든 구성원들의 의사가 학교운영에 자연스럽게 반영될 수 있어야 하겠다. 결론적으로 교육관련 당사자 모두가 완벽한 제도와 운영은 존재할 수 없다는 인식 아래, 시행 과정에서 지속적인 개선의 노력을 기울일 때, 교육발전에 기여하는 제도로서 학교운영위원회 설치의 본래 목적이 달성될 것이다. School management committee is the considering and consulting organization , which consists of teachers, parents and the community members on making different education creatively according to the local condition the properties of school and deciding the school policy democratically and transparently. The purpose of this study was to investigate its desirable role, system and improvable plan of operation to analyze the attitude of teacher members to the school management committee and teachers through the research to find out problems of its operation and offer the improvable plan of the organization after reviewing the actual condition of operation. To accomplish such purpose the content of real research is as follows: First, find out the differences between the view and recognition of the teacher members to the organization and that of teachers on the actual operation of school management committee. Second, find out its functional problems on the system and operation on the basis of the analysis of the actual operation of school management committee. Third, show the improvable plan of the problems on its operation and system. To solve the problems above, the questionnaire was made by teacher members and teachers of 9 public elementary schools at Gumi- city in Gyeongsangbukdo on theoretical background of the school management committee system and the differences between the view and recognition of teacher members and that of teachers and the improvable plan in relation to the actual condition of the organization. In according with the theme of this study 'A study on elementary school management committee and its improvable plan' the conclusions and suggestions on the basis of the teacher members' and teachers' recognition, the actual operating condition and the improvable plan about the organization are as follows: First, generally speaking, teachers were affirmative on the recognition of the school management committee and recognized the system of it very well, they had the same opinion on the necessity of its system. So I thought it seemed to settle down on the each school. In future all committee members will have to contribute themselves to educational development and participate in the school management committee voluntarily and actively with technical knowledge and a sense of mission. Second, the school management committee chiefly dealt with the case of school finance but from now on it will have to be interested in the curriculum, that is to say the essential education contents more for the purpose of the efficiency of education and the improvement of the education problem. It will make every effect to enhance the efficiency education and improve the educational problems and make students happy. Third, up to date, principal, teacher members present deliberative case to the school management committee. And they exercise great influence on decision­making process. In future, teachers' students' and neighboring community members' intention can be reflected substantially to make the operation improve better. Forth, receiving the whole teachers', parents' and the neighboring community's opinion didn't seem to be taken into consideration enough in deciding the deliberation on the school management. Therefore, to form the education cooperation and settle down the democratization of the school management, the research suggests that it will be reviewed affirmatively to make the general teacher meeting and parents meeting into the connection organization or the subordinate organization on the school management committee legally. Fifth, today on the educational administrative system in korea, superior educational offices have too much power to supervise school unit. School management committee will support school management but must decrease supervision and give wide discretion to manage to school unit like the examples of foreign countries to be the substantial organ of self-government of it. Sixth, it is fortunate to reflect intention of students to school management. The system of school management committee is in existence for training creative power, good human nature and their happiness. And students are benefited and themselves concerned by education. I suggest they should reform and change the system for students to participate in school management committee like the case of foreign. Seventh, The superintendent in local board of education and members board of education are elected by school management committee members. But teachers want a direct election by all the teachers. This is the fervent desire of participative democracy. It's necessary to draw up a plan to reform of election system. Eighth, question papers do not show decisive meaning differences by teacher's age and position. But in the several questions there were the clear differences of the attitude and the view about the actual operation of school management committee among the teachers. Conflict and differences among generations and positions are very important questions to unify and overcome in the community of the teachers. To synthesize conclusions of this study, from now on, it is the most important thing that all committee members should be ought to contribute educational development, participate in school management voluntarily and actively with a sense of mission. Next, superior educational offices must cut down on unnecessary supervision to manage school unit. And they should change the legal administrative and financial system that will support self-management of the school unit. Lastly, school unit itself should be changed into democratic atmosphere, all member's intention will be reflected in school management. In conclusion, I would like to say the following things. All members of education know that perfect system and management does not exist. when we keep on making effort for improvement on the process of operation., school management committee will accomplish its own purpose as a system to make a contribution to educational development.

新自由主義에 依한 韓國의 敎育改革에 關한 硏究

류연하 東洋大學校 敎育大學院 2004 국내석사

For a sudden change with conversion of a century, the educational reform reflected circumstances of the era, which is rising as the survival strategy of each country in worldwide, has been progressing in each fields of Korea as well. Behind these changes, there was a New liberalism, a reappearance of already liberalism as to challenge against a long term depression and capital of the west, which is gradually utilized as an ideology for reorganization of the society from a function for a nations policy. After the government of Kim Young-Sam, an educational reform committee has been initialed and developed the discussion of it. According to progress of a rapid re-structuring of the national industries under the IMF administration, the educational reorganization as a part of the whole of social reorganization by New liberalism order has been rapidly progressed in the administration of Kim Dae-Jung as typical of New liberalism. New liberalism, which rather raised the issues like an increase economic paradox, an enhancing poverty and inequality without the fundamental change of economy in depression, has also developed education toward a specific direction based on capitalism. A special feature of education based on New liberalism is actually to introduce the principles of market like the competing system, regarding education under the economic system as an object, where should be applied onto the principle of economics. The educational reform with New liberalism could cause several kinds of problems. Namely, the educational relationship could be changed to the commercial relationship. An uncompromising nature against the people and a complete capitalism of New liberalism could occur to the field of education. The introduction of the competition system may bring the educational ranking to mean partial improvement than the general improvement of educational quality. Contrary to its expectation of creativity, autonomy and variety, the competition system of education could bring the polarization of education as well as the further deepening of education only for an administration to the university. Consequently, the educational reform as New liberalism may bring up more side effects of it than its achievement. Therefore, it is required the different approaching methods to make and execute the educational reform policy to overcome the problem of current Korean education. And, this approaching method as a premise and a point of view of the Koreans at the present condition and situation of Korea is to be the principle as a democratic method that the main body of each education has to be the driving force.

初等學校 敎科專擔制度의 效率的인 運營에 關한 硏究

윤완주 東洋大學校 敎育大學院 2003 국내석사

본 연구는 초등학교 교과전담제도에 관한 연구로 시행 10년이 넘은 교과전담제에 대한 운영 실태와 문제점을 분석하고, 초등교사의 교수 효율성을 높이면서도 수업부담을 경감할 수 있는 개선방안을 마련하여 교과전담제의 효율적인 운영 방안을 모색하는데 목적이 있다. 이러한 연구 목적을 달성하기 위한 연구 문제로 첫째, 우리나라 교과전담교사제도의 운영현황과 문제점은 무엇인가? 둘째, 교과전담교사의 양성과 임용은 어떻게 이루어져야 하는가? 셋째, 교과전담제 운영의 효율적인 개선방안은 무엇인가? 로 설정하고, 관련문헌과 선행연구의 수집·분석·정리를 통하여 그 타당성을 검토하였다. 본 연구의 이론적 배경은 참고문헌과 선행연구를 고찰하여, 초등교육의 특성 및 초등교과의 특성, 교과전담제의 개념과 의의, 그리고 교과전담제와 학급담임제의 비교 등을 통하여, 초등과정에서 가르치는 과목이 다양하며 일인 교사가 담당하기에는 어려운 특성을 가지고 있음을 알아 보았다. 본 연구를 통하여 교과전담제를 보다 활성화하기 위해서는 다음과 같은 효율화 방안이 강구되어야 할 것이다. 첫째, 교과전담제 운영방식에서의 개선이 필요하다. 교과전담교사의 법정 교원수가 확보되어야 하며, 법정 교원수를 확보하기 위해서는 과다한 교육행정 관련 인원을 축소하고, 교육예산집행 조정을 통한 정식교사를 채용해야 한다. 또한 현행 초등학교 교과전담교사의 배치 기준을 상향조정하는 방향으로 개정한다. 초등학교 저학년(1·2학년) 학급담임교사의 수업시수 경감을 위하여 ‘수업보조요원’을 활용하는 방안을 마련한다. 그리고 교과전담교사에 대하여 적절한 수준의 우대책을 제공하여 적극적으로 교과전담지도에 참여하도록 유도한다. 특히 순회교사로 교과를 전담하는 경우에는 그 우대책이 적극 마련되어야 한다. 둘째, 교과전담교사 편성과 배정방법에서의 개선이 필요하다. 교과전담교사 자격증 소지자에 대한 교사공개임용시험 시 가산점 부여할 수 있으며, 교과전담교사의 순회 근무제를 활용한다. 또한 한 교사가 자신의 담임학급을 책임 지도하되 특정교과는 다른 반 교사와 교환하여 지도하는 교환수업제(순환수업제)를 일반적인 교과전담제와 동시에 운영할 수 있다. 셋째, 교과전담교사 양성방법을 개선해야한다. 교과전담제의 취지를 살리고, 현장 도입의 현실성을 고려하여 교과전담 교사제를 도입 할 교과를 체육, 음악, 미술교과로 제한하여 초등학교 교과전담교사의 양성과 자격에 대해 다음과 같은 방안을 제안한다. 제1안 학급담임교사와 기능교과 전담교사의 분리 양성 제2안 학급담임 + 1기능교과 전담교사 양성 제3안 저학년, 고학년 교사의 분리 양성 제4안 현행 심화과정의 적용을 통한 양성 제5안 중등교사 자격증 소지자의 활용을 통한 양성 제6안 현직 연수과정을 통한 양성 넷째, 전담교사제의 다양화와 탄력적인 운영이 되어야겠다. 학교사정에 따라 정해지는 교과전담교사의 운영을 한 교사가 1개 학년을 매년 전담하는 학년 전담제 운영과 전담교실제의 운영, 소외를 받고 있는 농어촌 지역의 교과전담교사의 순회지도와 초등학교 고학년과 중학교를 연계하여 지도 운영하는 교과전담제의 운영이 필요하다. This study analyzed operation status and problems of the exclusive subject system that has been practiced over 10 years, and proposed improvement plans to increase effectiveness of elementary school teachers and reduce burden of classes. By doing this, this study has a goal of finding out effective ways to operate the exclusive subject system. In order to achieve this goal, the following questions were developed. First, what are operation status and problems of exclusive subject system in Korea? Second, how should the teachers of exclusive subject be trained and employed? Third, what are the effective ways to improve the operation of exclusive subject system? Through collection, analysis, and arrangement of relevant literature and previous studies, these questions were validated. After looking into the relevant literature and previous studies for the theoretical background of this study, it observed characteristics of elementary education and elementary curriculum, concept and significance of exclusive subject system, and comparison between the exclusive subject system and the system where the whole class is under one teacher's charge. Through these, this study found out that there are a variety of subjects in the elementary curriculum and these were hard for one teacher to take the full responsibility. In order to activate the exclusive subject system, the following plans should be developed. First, there needs to be improvement in the ways of operating the exclusive subject system. There needs to be secured number of legal teachers for the exclusive subject system and in order secure this number, the schools should cut back the over-numbered personnel of education administration and employ professional teachers through adjustment in the education budget. Also, they should raise the standard of posting the teachers of exclusive subject in elementary schools. In order to reduce mistakes of teachers in charge of a class in low grade(1st or 2nd grade), they should use 'class assistants.' They should provide improved conditions for the teachers of exclusive subject so that the teachers can participate in the instruction of exclusive subject. Especially, the roving teachers should be treated more considerately. Second, there should be improvement in the ways of organizing and appointing the teachers of exclusive subject. Points should be given to teachers with the qualification of teaching an exclusive subject at the open recruitment test, and they should use rotating class system of the teachers of exclusive subject. Also, one teacher should teach a class he/she is in charge of but he/she should change with another teacher for a specific subject in order to operate the exclusive subject system with the rotating class system. Third, there should be improvement in the training for teachers of exclusive subject. Considering the purpose of exclusive subject system and the reality of its introduction to the actual education, the following plans are presented by limiting the exclusive subjects to P.E.(Physical Education), music, and fine art. Plan 1. Separate training of teachers in charge of whole class and teachers in charge of one specific subject Plan 2. Training of a teacher in charge of whole class + 1 teacher in charge of one technical subject Plan 3. Separate training of teachers of low grade and high grade Plan 4. Training through application of current in-depth curriculum Plan 5. Training through application of teachers with the qualification of being a middle school teacher Plan 6. Training through current training programs Fourth, there should be diverseness in the exclusive subject system and it should be operated elastically. There should be operation of exclusive grade system and exclusive class system where a teacher take charge of a grade or a class every year after practicing the exclusive subject system depending on the school's situation. Also, there should be operation of exclusive subject system where the teachers rove around the farming and fishing villages which are being neglected and they should teaching connecting the higher graders of elementary school with the middle school.

初等學校 放課後 敎育活動의 實態分析

김진환 東洋大學校 敎育大學院 2003 국내석사

본 연구는 초등학교 방과후 교육활동의 실태를 조사·분석하여 개선방안을 모색하는데 목적이 있다. 연구를 위해 교사, 학생, 학부모의 방과후 교육활동 참여실태를 파악하고 방과후 교육활동에 대한 요구 수준이 교사, 학생, 학부모의 집단 간에 어떤 차이가 있는지를 알아보고, 방과후 교육활동 활성화의 장애 요인을 파악하여 개선방안을 알아보았다. 본 연구는 김천시 지역에 있는 초등학교 12개교의 교사 130명, 학생173명, 학부모155명을 대상으로 설문지를 분석한 결과는 다음과 같다. 방과후 교육활동의 실태를 보면 방과후 교육활동에 참여하는 학생수가 참여하지 않는 수보다 많은 것으로 나타났고, 취미와 소질계발에 도움이 되기 때문이라는 의견이 많았으며, 주당 1-4시간을 운영하는 것으로 나타났다. 지도담당 강사로는 학생은 학부모 등 자원인사를 원했고, 학부모는 학원강사를 더 선호하는 것으로 나타났다. 방과후 교육활동 활성화로 얻을 수 있는 기대효과는 학원 수강이나 개인과외가 줄어들고, 전인교육에 기여하고, 학생의 잠재력 계발과 맞벌이 가정의 자녀 관리에 도움을 줄 것이며, 학생의 탈선이나 비행이 감소하고, 학교교육에 대한 학부모의 신뢰 회복 효과가 있을 것이라고 세 집단 모두 높은 기대를 보였다. 교육활동 활성화의 장애 요인으로는 학생들의 열의 부족과 과중한 학습부담, 전문 강사의 초빙, 프로그램의 부족, 우수한 교재 확보의 어려움이 있었다. 활성화를 위해서는 전문강사의 확보와 우수한 교재 및 다양한 프로그램의 개발이 이루어져야 하겠다. The purpose of this study is to search the improvement program by analyzing the actual condition of after-school educational activity. For the study, I researched the actual condition of participation in After-school activity for students, parents, and teachers, and differences with demand level about the after-school activity between the groups. And I studied the way of improvement by catching hold of the obstacles in activating After-school activity. This study is based on the number of 155 parents, 173 students, 130 teachers of 12 primary school in the region of Kim-Cheon. And the results are followings. There are more students who participated the After-school Activity than those who didn't. And those who participated think that the ASA program can be helpful in improvement of interest and personality of individual. And the program is operated 1 to 4 hour per a week. Students prefer volunteer like parents as the ASA teacher, and parents prefer educational institution teachers as of it. The whole groups anticipated that the program will have positive influence, and they thought the program will have some positive effect on activating the ASA program. The positive effect is reducing the private tuition fee, improvement of education for whole-man, helping the two paycheck couple by controlling their children, diminution students' deviation, recovery of parents' confidence to school education. The obstacle factors in activating the educational activity are lack of students' eagerness, heavy burden to study, inviting professional teachers, lack of program, hardship securing good text. To activate this program, it is need to secure professional teacher and invention excellent text and various program.

短篇小說을 利用한 讀解力 向上 硏究와 敎案 事例

김대규 東洋大學校 敎育大學院 2004 국내석사

본 논문은 영어교육 자료로서 영미단편 소설 활용의 적절성을 검토하고, 단편소설을 이용한 효과적인 수업방안을 제시하는데 그 목적이 있다. 문학은 영어수업에서 많은 장점을 지니고 있다. 문학작품은 가치 있는 진정성 있는 자료이며, 그러므로 문학 교재는 문법을 내재화시키고, 문맥을 통해 단어의 의미를 이해할 수 있게 해 준다. 문학을 이용한 영어교육의 성공은 몇 가지 전제 조건에 달려있기도 하며, 또한 그 전제 조건이 필요하기도 하다. 그것은 교재의 선택, 학생들의 언어 숙달도, 교수 방법, 그리고 교사의 역할과 관계가 있다. 다른 장르들 가운데, 학생들은 특히 단편소설을 선호하는 것 같으며, 그 이유는 비교적 쉽고, 길이가 적당하기 때문이다. 또한 학생들에게 훨씬 더 빨리 성취감을 심어줄 수 있다. 그러나 문학작품이 가지는 이러한 장점에도 불구하고 지금까지 우리나라 영어교육실정에 맞는 문학작품의 선정이나 교재 개발, 문학작품을 활용한 교수방법에 관한 연구는 미비한 편이다. 따라서 본 연구에서는 외국어 교육 자료로서 문학작품이 지닌 장점과 성공적인 교실 수업을 위한 조건을 살펴보고 여러 문학 장르 중에서도 단편소설을 중심으로 하여 그 활용방안을 모색해 보았다. 이 논문에서는 학습자 중심의 교수 방법을 이용한 지도안을 제시하였고, 그 과정은 읽기 전 활동, 읽기 중 활동, 그리고 읽기 후 활동의 3 부분으로 나누었다. 그리고 본 연구에서 수업지도 방안의 예를 제시하여 단편소설이 학습자의 창의력과 상상력, 의미추론 능력을 배양하고 궁극적으로 의사소통능력을 향상시키는데 유용한 자료로 활용될 수 있음을 시사하였다. 단편소설을 이용한 수업이 유용하고 가치 있는 자료로서 효과를 거두기 위해서는 다양한 측면에서 학습자의 요구분석이 이루어져야겠으며 이를 바탕으로 학습자의 흥미와 요구에 부합하는 교재가 개발되어야 할 것이다. 무엇보다도, 교사는 문학을 학생들에게 문화를 가르치는 유용한 수단으로 인정하고, 학생들의 언어학적, 정서적 인지적 영역을 심화 시키고 넓혀 주어 인성의 성장에 이르도록 도움을 줄 필요가 있다. 문학 교육 프로그램이 EFL 교육현장에서 문학 교재의 가치에 대한 교사의 관심을 올려 줄 교사 연수 과정에 도입되어야 할 것이다. The purpose of this study is to examine the fitness of using short stories as English teaching materials, and to present effective teaching plans through the use of them. Literature has many benefits in the English classes. Literary works are valuable authentic materials and, therefore, literary texts make it possible to internalize the grammar and work out the meaning of words from their context. The success of English education using literature depends on or requires some preconditions, which have something to do with the selection of texts, the language proficiency of the students, teaching methods and the teachers' role. Among other genres, students especially seem to prefer short stories, for they are relatively easy and have a practical length. They can also give students the feeling of achievement much sooner. In spite of the benefits like these, the research on the selection of the literary works suitable for high school classroom, the development of the textbook and how to teach using literary works has not advanced well. Considering the benefits of literary works and some conditions for successful lessons as educational materials, I presented the methods to use short stories in this thesis. This thesis attempted to present a teaching plan using leaner centered teaching method. The process is divided into three parts: Pre-reading activities, While reading activities, and Post-reading activities. It is also presented that short stories can be used as useful materials for allowing the learners to improve their creativity and imaginative power, to cultivate their reasoning ability, and ultimately to communicate fluently. The demand analysis of the learners have to be taken in various aspects so that lessons using short stories can work effectively as useful and valuable materials. Based on that, textbooks corresponding with the interest and demand of the learners will have to be developed. Above all, it is essential for teachers to recognize literature as a useful means to teach culture to students and help them deepen and broaden their linguistic, emotional and cognitive domain and lead to personal growth. A literature teaching program will have to be introduced in Teachers' training courses which will raise teachers' interest n the value of literary texts in EFL classrooms.

敎育自治에 따른 地方 敎育行政의 發展 方案

황병서 東洋大學校 敎育大學院 2003 국내석사

Usually people call the 21st Century as the global, informational, and knowledge-based society. Especially to face the localization era along with the internationalization and opening era, the local educational autonomy is executed and there should be more developmental education administrative organization to fit in the society of informationtization and globalization. This study has a main goal of investigating and presenting developmental plans for the education administrative organization in order to adapt to the open era and the society of future. The followings show the main contents of this study. In the theoretical background, the general theory, concept, and principle of the education administrative organization were looked into. Also, the study compared and validated the current condition and characteristics of the educational autonomy system of advanced countries in order to inquire suggestions for it. In the viewpoint of this analysis and inquiry, the following conclusions were made based on the results of this study. First, the centralized administration, which is the current educational administration, should be sublated and the authority and responsibility of the central administration to the local administration through the local decentralization. Second, not only the local educational autonomy is the fundamental of democratic, autonomous, professional, and effective education but it is also the motive of development of nation's consciousness. Third, the educational administration of advanced countries is mostly operated locally and the autonomy of educational administration is guaranteed. Fourth, it can be said that the educational administration is reorganized due to the change in politics rather than due to the original goal of education. Fifth, they should find the best use of professionality and autonomy of education as well as the characteristics of the region in order to make the local educational administration more effective and activate the education of a leading school. For this, they should maintain the systematic cooperation system with the local administration office. Sixth, there should be reformation of educational administration and investment in education in order to maximize the effect of education. Therefore, they should work hard to secure stable funds for the local education. Seventh, the educational resource has to be expanded. The nation's competitiveness through training of talents can not be strengthened without investment in the education. As mentioned above, the people related to education should work hard to solve problems of local educational autonomy and develop it with responsibility and brightness along with reformation and improvement of the policy.

敎育自治制의 改善에 관한 硏究 : 외국의 사례 비교를 중심으로

황재주 東洋大學校 敎育大學院 2003 국내석사

The national competitiveness of 21st century which could be identified with globalization and informationage will be based on the intellectual property. Among the advanced countries the achievement of the intellectual property is thought to be possible through the self-control and various kinds of educational systems rather than standardized ones, thus proper educational systems are operated. Local self-control education in Korea has been attempted at the beginning of the 1950s, but its practice was delayed by the Korean War and 5.16 Military Coup. In 1988 the 6th Constitution allowed the local self-control education, but it practice was not properly put into practice because local congress was not organized yet. Local self-governing education system which is closely related with the local self-governing system started with the practice of the local self-governing and the organization of 15 city·province education committee in 1991. However the election of the superintendent of Educational affairs and Education committed members and other unexpected problems with general local self-governing system happened and its various solutions were proposed. Some self-governing education characteristics of foreign countries were found on their historical, social and cultural values. In the USA its self-governing was possible because of the Puritanical self-control spirit, huge land, and various races. In England the education began with the church rather than the government. In France the spirit of French revolution and Napoleon established strong centralized authoritarian rule but the education was guaranteed its self-governing system. In Japan the centralized authoritarian system was combined with American self-governing system. Considering the foreign cases the following suggestions are proposed for the improvement of our self-governing education. First the law should be revised in order to coincide with the purpose of the local self-governing education system and specialism of the education committee members should also be intensified and they should have been given more power. Second the self-governing system should keep a close relationship with local people, therefore city·county·self-governing sector should also have a self-control education system. Unlike the general self-governing system the education self-governing system should be extensively practiced, so its education activities should be directed or indirected controled by the local people. Third, local education committee should be given a right to vote for the educational affairs rather than just consider them. Then what the local people want should be included and their desire could be realized through committee members' professional activities. Fourth, through electing the education committee members and the superintendent of Educational affairs the legitimacy as a legislative organ should be established. Among the qualification of teaching experience of the committee members (the committee member: 10 years, the superintendent: 5 years) should be differently revised. It is not a matter of fairness but a matter of specialism. The qualification of the superintendent is much intensified in other countries. The vice superintendent should be appointed by the superintendent with the approvement of the education committee. It is necessary to be independent from the government. The superintendent should have more extensive power. Fifth, the personal management should be done by the local education self-governing organization rather than by the Education Ministry, and the superintendent should take the responsibility and right for the appointment of the officials. Sixth, the school management committee should be a legislative organ rather than an organ of consultation in order to intensify its independence, specialism, and responsibility. The committee should also have a way to consult with other specialists on the matters. Their right and status should also be secured. Finally, successful local self-governing education should be accompanied with the people's righteous supports. Selfish and self-centered attitudes cannot assist the improvement of the local education. They should be the core of the local education and actively look for the ideal improvement for the school education.

父母들의 幼兒敎育機關에 대한 選澤要因과 選澤課程에 관한 硏究 : 영주지역을 중심으로

강혜숙 東洋大學校 敎育大學院 2003 국내석사

This thesis is significant when parents choose of an organ of infant education what they think important and what engaged people is right for the up bringing of infants. The meaning of this thesis is to offer basic data for parents to choose an organ of infant education. The concrete research contents for success purpose of research are like the next. 1. What importance do parents choose an organ of infant education. 2. Where do parents get information of an organ of infant education. 3. What distinction do parents choose in accordance with education shape of an organ of infant. 4. What distinction do parents choose in accordance with their degree or job? This thesis made product of research into three hundred parents of public kindergarten, private kindergarten, and a nursery in Yeong-Ju. The collecting data was analyzed into SPSS(Statistical Package for the Social Science) program, and the method os analysis is frequency and percentage. Also, T-test verification, One-way ANOVA and x^(2)(Chi-square) verification are used to look into difference of group recognition about parents main cause of choice and course of choice. The result of this research is like the next. The fist: The main cause which parents think over choice of an organ of infant education is an establishment safety of establishment, teaching of basic life habit, education for the whole man, numbers of infant, and degree and qualification of teachers. The second: the parents get the most information through neighborhood, and the contents of informations are contents of education and method of education and qualification of teacher. The third: In classified by shape of organ of infant education, the parents who choose private kindergarten more analytic and more detailed than parents who choose another organ of infant education.

幼兒 安全敎育의 改善에 관한 硏究 : 경북북부지역 유치원 교사들을 중심으로

이정숙 東洋大學校 敎育大學院 2003 국내석사

유아를 위한 안전교육이 아무리 중요하다고 할지라도 교사가 실제로 안전교육의 중요성이나 목적을 제대로 인식하지 못한다면 유아교육기관에서 효과적인 안전교육은 기대하기가 곤란하다. 이러한 이유에서 무엇보다도 유아교육시설이 안전을 보장할 수 있도록 각종 환경이 구비되고 구체적인 안전교육에 대한 내용이 제시된다면 유아와 교사들이 보다 자유롭고 안전한 교육활동을 할 수 있을 것이며, 또 부모들이 안심하고 자녀들을 유아교육기관에 맡기고 교육시킬 수 있을 것이다. 따라서 본 연구는 이러한 안전사고에 대하여 유아교육기관에서의 교사들의 인식을 분석하고 유아 안전교육의 개선 방안에 관한 시사점을 제공하여 안전사고를 예방하는 방안을 모색하는 측면에서 시도되었으며, 본 연구의 내용은 다음과 같다 첫째, 유아 교육기관에서 이루어지고 있는 안전교육의 현황을 살펴보고, 유아 안전교육의 내용과 형식상의 문제점을 파악한다. 둘째, 안전사고에 대비한 안전교육이 이루어지는 방식에 대해 살펴보고, 안전 교육 방식의 문제점을 파악한다. 셋째, 유치원 안전교육의 내용과 방법에 대한 조사를 통해 나타난 문제점들을 바탕으로 유아 안전교육의 개선을 위한 실질적이고 구체적인 대안을 제시한다. 위와 같은 문제를 가지고 설문지를 사용하여 경북 북부지역에 근무하는 유치원 교사들을 대상으로 다음과 같은 결과를 얻었다. 첫째, 유치원 교사들은 유아 안전교육을 중요하게 생각하고 있다. 특히 도시 지역에 근무하는 5년 이상의 경력을 가진 공립 유치원 교사들이 유아 안전교육의 중요성을 높게 지각하였다. 둘째, 유치원 교사들은 유아 안전교육의 영역 가운데 교통안전교육, 놀이 안전교육, 위험장소 안전교육, 유괴 및 학대 안전교육, 화재 및 화상 안전교육의 순으로 중요하게 생각하고 있다. 셋째, 유치원 교사들이 인식한 유아 안전교육의 활성화 방안으로 유아안전교육 내용 및 활동의 다양화와 유아안전교육 교수자료와 교구의 확충이다. 하지만 유아 안전교육과 관련된 교수 및 교구 자료는 매우 부족한 실정으로 나타났다. 넷째, 유치원 교사들은 유아 안전교육 교수매체로 비디오 자료, 컴퓨터 자료, 그림 자료 등을 많이 이용하는 것으로 나타났다. 이상의 결론을 토대로 다음과 같이 제언하고자 한다. 안전교육의 중요성을 인식하기 위한 안전교육 전문기관의 연수. 안전교육을 위한 교사 교육 프로그램의 개발하여 교사들의 안전 교육기회가 정기적으로 이루어져야하며. 유치원 교육과정에서의 안전교육 내용이 보다 현실에 맞게 체계적이고 구체적인 내용으로 구성되어야 하며. 효과적인 안전교육방안으로는 제도적인 측면에서 안전교육 전문가와 현장교사의 협조로 안전에 관련된 교수자료와 교구를 제작하여 현장에 보급해야 한다. 유아들의 안전교육을 위한 다양한 프로그램의 개발과 안전교육과 관련된 기관의 협조와 지원으로 다양한 활동의 직접 체험의 기회가 주어져야 할 것이다. The importance of preschool safety education can't be stressed enough, and it can't be successful if teachers aren't conscious of its significance or object. When all the educational environments are designed to guarantee safety and efficient safety education is provided, young children and teachers will be able to enjoy learning and teaching activities better, and parents will commit their children to kindergarten's care with confidence. The purpose of this study was to examine how kindergarten teachers perceived safety accidents, to seek for workable reform measures and ultimately to discuss how safety accidents could be prevented. Specifically, it's attempted to (1) identify the actual condition of preschool safety education and problems with that in content, (2) figure out the way of conducting safety education and problems with its methods, and (3) present feasible reform measures. The subjects in this study were the kindergarten teachers from north Gyeongsang province. After a survey was implemented, the following findings were given: First, the kindergarten teachers investigated attached importance to preschool safety education. Particularly, the public kindergarten teachers who worked in urban areas and had career of five years or more were better aware of its significance. Second, the preschool safety education area that was considered most important by the kindergarten teachers was traffic safety, followed by play safety, safety against dangerous sites, safety against kidnapping or child abuse, and safety against fire and burn. Third, regarding possible reform measures, the kindergarten teachers found it necessary to diversify preschool safety education in content and form and to secure sufficient teaching materials and aids. The teaching materials and aids about preschool safety education were fairly insufficient. Fourth, concerning teaching media, they took advantage of VCR, computer and picture materials to offer preschools safety education. Based on the above-mentioned findings, there are some suggestions about preschool safety education: It's required to utilize professional safety-education institutes and develop relevant education programs to have kindergarten teachers receive safety education on a regular basis. And kindergarten curricula should make a more practical and systematic approach toward safety education, and safety-education experts and teachers should prepare necessary teaching materials and aids in collaboration. Young children should be given enough chances to be exposed to various types of relevant situations by developing a variety of safety-education programs and seeking support from organizations concerned.