敎育大學 美術科敎育 實技能力 仲張方案 : 實態調査 分析을 通하여

梁哲模,沈鳳燮,金鍾根 釜山敎育大學 1987 부산교육대학 논문집 Vol.23 No.1

世界主要國의 初等敎員 養成敎育에 관한 比較硏究 : 韓國初等敎員 養成敎育의 現況과 問題點을 中心으로

李元必,金仁洙 釜山敎育大學 1975 부산교육대학 논문집 Vol.11 No.1

The purpose of this study is to present the improvement and the problem in srguments encouraging the primary school teacher cducation. This its system and curriculum, the relation between supply and demand are separately argued compared with foreign cases. The results of the study can be summarized as the following(about its improvement): ① Comprehensive institutes or universities are to be inevitablely established and four-year-course teachers' colleges as training organization of primary teachers is to be build urgently. ② The test of aptitudes or personalities available for teachers is regulated as selections of students, and the national organization of controling candidates should be instituted. ③ Professors can replenish the lack of the knowledge for action through the action researches. ④ It is important to keep the structure of curriculum as a whole well-balanced the person of chindren, the specialist, the genuine teacher. ⑤ In the professional courses the dual structure for instruction-al method and the direction of children should be contributed to the regular works of teachers. ⑥ It is necessary that conduct excises for student teacher sectioning the stage available for, extevd its term, and regulate the qualification of directing teacher. ⑦ The supply and demand fo teachers should be accurately planned.

實科敎育의 效率化에 關한 硏究 : 國民學校 工業工作 敎育을 中心으로 with reference to the Technical and Craft at the Primary School

李時元 釜山敎育大學 1981 부산교육대학 논문집 Vol.17 No.1

We are preparing and carring out the intensified vocational education as the policy to develop ,man-power in order to adapt to the highly industrialized society. This stydy is investigated to find out the effective method of vocational training education of primary school which is the basic vocational training education. The results of this study are as follows: (1) The taxt book with contents suited the should be edited for the effective vocational training education. (2) The basis of the technical and craft education should be carried out with the same part of art course. (3) The teaching materials must be reorganized. (4) It is a very urgent problem to be improved the teacher's quality. (5) Teacher's positive guidance attitude should be established. (6) In oredr to miprove the class standard, a proper plan should be considered. (7) It is absolutly necessary for the vocational training education to be expanded the school facilities. (8) It is a very urgent problem that we enlighten the parents about the importance of technical and craft education.

成人敎育의 觀點에서 본 社會敎育의 實踐方案

金明澈 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1

In a rapidly changing society non-formal education is generally defined as systematic educational activity for both adult and youth after compulsory education. But the present study has focused on only adult education. Non-formal education for adults largely includes five categories such as education for the illiterate, liberal studies for adults, civic education, vocational training and the best use of leisure time. Adult education absolutely differs from formal education for young students in a variety of age, sex, school and vocational career, value, attitude, etc. This variety naturally requires us to make proper and efficient programs for adult education. Furthermore based on peculiar methods of in-service training for high-level government officials the conclusion is as follows: 1. Non-formal education program for adults ought to be sharply improved and reinforced systematically by request of rapidly changing society. 2. 'Lecture-centered' teaching method of non-formal education including in-service training for government officials should be changed into 'participation-centered' teaching method which is characterized by learner's voluntary activities such as discussion, seminar, case study, orienteering, sensitivity training, etc. 3. Excellent instructors and good facilities as well as scientific study must be continuously provided in order to support practice of 'participation-centered' teaching method mentioned above.

進步主義 敎育과 本質主義 敎育의 比較 硏究

李元必 釜山敎育大學 1970 부산교육대학 논문집 Vol.6 No.2

More than twenty years have already passed since Korean education began its own progress towards the democratic education, having got rid of the traditional education under the Japanese control of colonization. During these years we have imported and have directly experienced the progressive education. But it has been found that the progressive education which is one of the streams of educational thoughts prevailing chiefly in the United States cannot serve the purpose of Korean education because the tradition, the custom, the ways of living, etc. of the United States are fundamentally different from ours. And so it is the writer's belief that the proper time has arrived for us, educators, to consider again and judge again the fact of having imported the idea of progressive education without deep consideration. Under these circumstances, through this study, the writer wants to compare the progressivism with the essentialism, reconsider the Korean education, and finnally find out some suggestions for the development of the democratic educational theory and philosophy fitted to the Korean situation. As a conclusion of this study, some suggestions are given below by the writer. These suggestions should inevitably be included in the theories of Korean education in order to have an educational philosophy most fitted to the present situation of Korea. 1. Personal dignity must be emphasized in the education. 2. Education that endeavours to encourage the social cooperation is most desirable. 3. The ultimate goal of the education should be directed to elevating the democratic charactor of the students. 4. Social concerns and social desires should be the stressing point of the education. 5. Classconscious education should be replaced by the general education for all. 6. Education should be built upon the life and the experience of the children. 7. Teaching the students how to organize things and how to think effectively is important. 8. We should put more emphasis on the hard-working habit of the children than on the interest of them.

崔 鉉培의 民族敎育論에 關한 硏究 : 敎育的 著書 分析을 中心으로

李元必 釜山敎育大學 1977 부산교육대학 논문집 Vol.13 No.2

도산 안창호의 교육사상

최관경 釜山敎育大學 1991 부산교육대학 논문집 Vol.27 No.1

앞으로 아홉해만 지나면 현세기는 영원히 사라지고 새로운 21세기가 온다. 우리 민족사에 '역사의 단절과 민족분단의 세기'로 기록될 20세기가 벌써 파장에 접어들며따라 이젠 21세기의 여명이 바야흐로 동터 오르고 있다. 지금 우리는 국내외적으로 급격한 역사의 소용돌이 속에서 체제간의 대결이나 냉전의 시대도 가고 부질없는 이념투쟁이나 계급혁명의 열기도 식고, 용공도 반공도 그 의의를 상실해가는 시점에서^1) 가치관의 혼란과 구각을 깨는 아픔을 겪으며, 변화무쌍한 시련과 도전을 받고 있다. 역사를 새삼 되돌아 보지 않더라도 어떤 개인이나 민족이나 마찬가지로 크고 작은 위기와 난국은 항상 존재하기 마련이다. 그 어떤 위기나 난국도 역사적 교훈과 경험을 되살려 슬기롭게 예견하고 용기있게 대처하면 도리어 전화위복의 창조적 결과를 가져올 수 있을것이다. 그런데 특히 요즈음에 와서, 세기말의 현상이 극도에 달한 20세기말인 오늘날의 상황과 서력동점의 폭풍이 휘몰아쳤던 백년전의 동북아 정세 및 우리의 지정학적 위상을 대비해 보려는 시각이 팽배해지고 있다. 그러나 백년전 구한말에는 우리 민족의 운세가 하강과 몰락으로 접어들어간 반면, 비록 분단의 상태이긴 해도 오늘날의 우리는 전대미문의 상승기류를 타고 있다^2)고 해도 과언이 아니다. 미시적인 시각에서 볼 때 인륜을 마구 저버린 듯한 각종의 엽기적 사건 때문에 비관적 견해가 우세할 지 몰라도, 거시적인 시각으로 보면 지금이야말로 우리 민족의 비약적 발전과 평화통일의 발판을 마련할 수 있는 처재일우의 결정적 상황이라 할 수 있다. 그렇지만 아무리 유리한 상황도 그 자체가 그냥 저절로 영광과 발전의 역사를 창출하는 법은 없으며 오히려 방심의 화를 자초하는 경우가 비일비재한 것이다. 이런 관점과 전제하에서 소극적으로는 구한말에 있었던 비운의 전철을 되밟지 않기 위해 적극적으로는 이 절호의 기회를 역사적 도약과 비약의 계기로 삼을 수 있는 교훈을 얻기 위해 우리 민족사에 영원한 스승으로 추앙받고 있는 도산 안창호의 생애와 업적을 교육사상사적 측면에서 재조명 해보려고 한다. 주지하는 바와 같이 19세기 중엽 이후 한반도는 안과 밖으로부터 협공해오는 역사의 수많은 도전 앞에 직면해 있었다. 특히 1876년 강화조약으로부터 1945년 일본의 패망까지 70년 동안의 우리 역사는 망국과 독립투쟁의 과정이었다. 그와중인 1878년 평남 강서 땅에서 태어나 1938년 병보석중 경성제국대학병원에서 세상을 떠난 도산의 60평생은 꼭 우리 민족의 망국과 독립 투쟁의 운명사처럼 수난의 과정이요 수난의 연속이었다. 그러기에 도산의 삶은 이 민족이 직면했던 역사적 도전에 대한 응전으로 전철되었으며 그의 삶은 곧 응전의 과정이었다.^3) 마지막 운명의 순간까지도 낙관적 민족주의자였던 도산은 아무리 어려운 역경이 닥치더라도 낙망하거나 낙심하거나 변절하거나 비굴한 언행을 단 한번도 한적이 없었다. 예컨데 1932년 상해에서 체포되어 서울로 압송된 후 법정의 심문과정에서 검사가 "앞으로 독립운동을 할 작정이냐?"는 물음에 도산은 "나는 밥을 먹어도, 잠을 자도 조선 민족을 위해 먹고 잤으며 앞으로도 이 민족을 위해 일하고자 함은 변함이 없노라."^4)고 단호히 말하였다. 또한 일제의 법정에서 직업을 물었을때도 "나의 직업은 독립운동이오"^5)라고 당당히 대답했던 도산은 마지막 숨을 거둘때도 "낙망마오"라는 불후의 유언을 남겼던 것이다. 무엇보다도 도산은 근대 한국이 낳은 가장 위대한 교육자요 민족지도자였다.^6) 그는 지성의 인물이었고, 성실·근면·정직·인의의 인물이었다. "죽더라도 거짓이 없어라"고 가르쳤던 도산은 무실·역행·충의·용감을 그 바탕으로 하는 건전인격과 신성단결을 역설하면서 몸소 실천에 앞장섰던 스승다운 스승의 귀감이었다. 본 연구의 목적은 전술한 바와같이 첫째, 도산의 생애와 업적을 개괄적으로 고찰하고 둘째, 도산사상의 특성을 규명하며 셋째 영원한 스승으로서의 도산의 교육활동을 재조명함으로써 결국 도산의 교육사상과 교육실천이 현대의 우리 교육과 역사발전에 얼마나 고귀한 교훈이 되는가를 밝혀 보려는 것이다. 도산 안창호는 1878년 11월 9일 평남 강서군 초리면 7리 도롱섬^7)에서 농시를 짓던 안흥국의 셋째 아들로 태어났다. 7세부터 집에서 한문을 배우기 시작하였고 9세부터는 서당에 다니면서 글공부를 하였다. 14세부터 16세까지는 강서군 심정리에 머물면서 유학을 배웠는데 이때 서너살 믿이가 되는 필대은을 만났다. 필대은은 새로운 사상에 먼저 접한 사람으로 소년 도산의 가슴에 민족주의를 심어 주었을 뿐아니라, 도산이 서울로 올라갈 결심을 하고, 독립협회 가입 및 미국유학의 결심을 하는데 결정적 영향을 미쳤다고 한다.^8) 동학 혁명이 일어난 1894년에 16세였던 도산은 청일전쟁의 참화를 목격한 다음, '외국이 마음대로 우리 강토에 들어와서 설레는 것은 우리나라에 힘이 없는 까닭이다."라는 결론을 얻었는데 이러한 자각이 곧바로 도산의 일생을 지배한 귀한 각성이었다. The aim of this study is to comprehend Do-San's educational thought and to find out the significance of his thought on the improvement of our shameful educational realities. Do-San was born as the third son of Heung-Guk Ahn in Gang-Seo of Pyung-An Province on November 9th, 1978 and died of liver-hardening, chronic bronchitis and gastroptosis on March 10th, 1938. He was a patriotic leader who devoted his entire life to national independence movement, a model educator who put his heart and soul into national enlightenment, and was also a great thinker pioneering in statecraft of our nation and in ideology toward national salvation. Do-San believed that independence of a nation depends upon education and only a powerful nation can achieve national independence. His educational thought is based on the force-philosophy. The fundamental ideology of his philosophy is to train sound personality and its goal is to take advantage of education. His educational activities are divided into the school education and the social education. Do-San established Jom-Jin Primary School, Dae-Seoung Secondary School and Dong-M young Academy. His whole activities are based equally on Musil (substantiality or faithfulness to truth), Yokhaeng (execution or making effort to practice), Choongui(loyalty or trust with devotion) and Yonggam (intrepidity or bravery), The substances of his school and social education are to tram for sound personality, citizenship, mastership and love. His education methods are as follows; a gradual progressivism, speech, conversation, solidarity, habit-formulation, exemplary conduct and so forth. Above all things, Do-San had lived his whole life as a patriotic nationalist and model educator without submission to the suppression of Japanese imperialism. His nationalism was on the trustworthy basis of substantiality, execution, loyalty and bravery. Therefore, Do-San has been referred to as an eternal model-master of our nation.

生涯敎育에 있어서 技術敎育의 立地

李時元 釜山敎育大學 1992 부산교육대학 논문집 Vol.28 No.1

This study aims to research the direction of development in the location of technical education for lifelong education. The summary of researching the direction of development the lifelong education which entered into this reason by aged men will be in need of the special introduction of skill, is followed. (a) Balance of skill (b) Permanence in skill (c) Idea of lifelong education (d) Elevate for men's mind (e) The view-point at technical on college training (f) Education of oldman, etc.

초등 교사 양성 기관의 교수학습 환경에 대한 예비교사의 인식 조사

강현구,김경린,류재규,소금현 부산교육대학교 초등교육연구소 2012 초등교육연구 Vol.27 No.-

본 연구에서는 초등교사 양성기관인 부산교육대학교에 재학 중인 예비교사를 대상으로 교수 학습 환경에 대한 인식 수준을 조사하였다. 이를 위해 Kember와 Leung(2009)이 개발한 도구를 교육대학교의 실정에 맞게 수정 보완하여 활용하였으며, 완성된 검사도구는 교육대학교의 교육과정을 통해 함양될 수 있는 개인적 소양에 대한 인식(8항목, 16문항)과 예비교사 양성을 위한 교수 학습 환경에 대한 인식(9항목, 19문항)으로 구성되었다. 연구 결과, 예비교사들은 교육대학교의 교육과정을 통한 개인적 소양 함양에 대해서는 어느 정도 긍정적인 인식을 드러냈으나, 예비교사 양성을 위한 교수학습 환경에 대해서는 부정적으로 인식하는 것으로 나타났다. 학교 현장에서 교사의 중요성이 높은 만큼 예비교사를 양성하는 교육 기관에서의 커리큘럼 개선을 통해 교사로서의 소양을 제고할 수 있을 것으로 생각된다.

敎育大學 實科 實驗實習의 效率化를 위한 資料開發 硏究

鄭原圭,尙貞基,鄭模根,李時元 釜山敎育大學 1987 부산교육대학 논문집 Vol.23 No.1

This study is to research the better ways of management in the practical arts-education in primary schools. The primary school teachers' concrete experiences are made use of to improve their teaching methods in teachers college, a teacher training institute. Therefore this research is supposed to be able to fix on the aim of practical arts-education. Accordingly the questionaires of the problems caused on the scene of education are given to the present teachers in the seasonal system of Pusan Teachers College and Jinju Teachers College. The aim of this research is to develop the materials to improve the educational effectiveness in the practical art-education of teachers college. The result is as follows : 1. According to the questionaires, the problems in the education of the practical course for elementry schools are mainly due to the deficiency of its materials. On the other hand, the teaching methods depending on experiment and practice together should be applied to the class. 2. In the current practical textbook, experiment, practice and observation are shown in the units separately in the contents. The Fifth Educational Revised Plan compared to the current educational curriculum, the units of computer and life are newly showed in the life function scope of the sixth grade textbook. Besides the contents of teaching and the factors of teaching are revised a little. The current educational curriculum, therefore, should be supplied more faithfully. 3. In order to develop the textbook of the practical arts-education of the teachers college, the contents of practical arts-education textbook mainly by experiment and practice are made up of the five scopes of the departments of agriculture, commerce, fishing, household management, etc... 4. To get rid of the formal procedures of abstraction and theory, the practical arts-education of the teachers college quickly needs to make the practical application of audiovisual aids and to introduce the manufactured mechanical apparatus helpful to developing the practical materials by itself. 5. At the departments of practical arts-education of the nation-wide Teachers Colleges, the facilities and equipments of experiment and practice are now as follows : The Ministry of Education shows the standard of equipments, that is, the 7 kinds of laboratories and 179 kinds of experimental apparatus, but the average rates of laboratories of 11 Teachers Colleges is 10.37 percent. So the Ministry of Education should reconsider the standard of its equipments. 6. To develop the practical arts-education of the teachers college, the general institute of practical arts-education should be set up. The kinds of laboratory and its structure (or scale) are shown on each scope.