현행 지방교육자치제도의 발전적 방안 탐색

이명우 부산교육대학교 교육대학원 2005 논문집 Vol.7 No.-

The present local self-government system began in 1991, but for its fifteen years of existence, there have been serious problems associated with the election of the superintendent and members of the board of education, the compatibility between multi-decision making and voters' rights's restrictions, and duplication of education administration audits. For this reason, a revised local education self-government law has been proposed by five members of the board of education in the National Assembly. This study aims to analyze the laws and present a better direction for the current local self-government system for education. The result of this study is that a direct election for the superintendent and mem board of education by residents is desirable; and that the local board of education should be separated from the central government and general administration.

Didaktische Funktionen der Bildmaterialien in Lehrbu¨chern fu¨r Deutsch an koreanischen Schulen

Ha, Suguen 부산외국어대학교 교육대학원 2001 敎育論叢 Vol.3 No.-

본 연구는 제 6차 교육과정에 사용된 9권의 독일어 교과서에 제시된 그림을 자료로 삼아 이 그림들이 어떠한 교육목적으로 사용하도록 계획되었는지를 조사하였다. 국내외에서 개발된 독일어 교재를 보면 거의 모든 페이지에 그림이 텍스트와 함께 제공되고 있다. 외국어 교재에서 그림은 텍스트 못지 않은 분량과 교육적 의미를 가지게 되었다. 시청각 교육 자료가 중시되는 외국어 교육에서 이러한 경향은 자연스러운 결과라 볼 수 있다. 그런데 국내에서 개발된 독일어 교과서에 실린 그림들의 교육적 기능을 분석한 결과 그림자료는 교과서의 거시구조 거의 모든 부분에 제공되어 있지만 각 분야에서 요구되는 그림의 교육적 기능이 충분하게 검토되지 않고 있음이 확인되었다. 많은 그림자료들의 경우 그냥 시각 자료에 익숙해진 학습자들의 눈길을 끌기 위한 단순한 목적으로 그림이 제공되어 있다. 예를 들어 듣기 학습을 위한 그림자료 활용의 경우 텍스트와 그림의 상호 보완 관계를 충분히 고려하지 않았기 때문에 현장 교육에서의 그림자료 활용이 쉽지 않다. 또한 본문 내용 이해를 돕기 위한 그림 자료들은 대부분 문화 정보를 제대로 담지 못하고 있을 뿐 아니라 텍스트 내용과의 연계성이 충분하게 고려되지 않았다. 무엇보다도 교사지침서가 생략된 제 6차 교육과정의 교과서들이므로 교과서 내에 그림 활용에 대한 부록이 반드시 첨부되어야 할 것이지만 이에 대한 정보는 그림과 연관된 일부 교사행위 지침밖에 없다. 본 연구 결과 제 6차 과정 용 독일어 교과서의 그림자료들은 이들의 교육적 기능이 충분히 고려되지 않은 것으로 밝혀졌다. 앞으로 교과서를 개발할 경우 그림자료들의 교육적 기능을 명확하게 규정한 다음 이에 적합한 그림자료를 제시하여야 할 것이다. 그리고 지속적인 개선을 위하여 교과서 저자와 교사, 그리고 교과서 연구자들이 서로 협조하여야 한다.

고등학교 일본어과 수행평가 방안 연구

정기영 부산외국어대학교 교육대학원 1999 敎育論叢 Vol.- No.-

21世紀の知識情報化社會におぃてるは斷片的 · 事實的な知識を暗記 して理解 する能力よりは 惰報の檢素 · 收集 · 分析 · 批判 · 總合 · 創出能力, 自己主導的な生涯學習能力, 協同的な問 題解決能力などが要求されるものと恩ゎれる. また, 韓國の學敎敎育の問題點は敎育目標 · 敎育方法 · 敎育評價間の相互連結の不足していのに因るところが大きい. ろの問, 韓國の中等學敎の敎育は高等精神能力を始め, 望ましぃ態度及び情緖養など全人的な人間養成を 敎育目標 として來たにもかかゎらず, 旣存の評價は正解が一つしかなぃ客觀的 · 相對的な知識的を强調してぃたのである. これに比べ, 新しぃ敎育課程が要求する敎授 · 學習の目は 客觀的なものと 信じてきた知識とか情報をすべての學生に劃一的に敎え, 習うのではなく, 個別の學習者の)素質とか特性に合ゎせてその個人に有意味な知識な情報を中心に, より沮織的で體系的な認知構造が得られるように助け, 激勵するところにあるのである. 遂行評價するところにあるのである敎育部の「敎育ピヅョソ2002新しぃ學校文化の創造」實踐連動が指向してぃる學生の評價方 式として, 全人的な人間の養成とぃう敎育目標の達成を評價する上で最も適切な方法と指摘されてぃる. しかし, 敎育部と韓國敎育開發院では遂行評價に對する具濃的な指針を提示してぃなぃ現狀であり, 特に外國語敎育の分野ではその基準と方法難しぃとぃう現場の聲がある. 從って本槁では遂行評の問題點を指摘し, 德明情報女子高等學の事例を中心に日本語の遂 行評債の方案を試み, 今後の課題につぃての考察を行った.

중학교 특기적성 교육 활동에 있어서 일본어 교과 교육에 관한 연구 : 부산광역시 중심으로 釜山廣域市を中心に

김문길 부산외국어대학교 교육대학원 1999 敎育論叢 Vol.- No.-

今日國際社會の一員として生活していかなければならない狀況に到達した. 何よりも世界的な言語が必修條件になってきたのである. それで政府は小學校でも早期英語敎育をするべきだという趣旨を下達し, 我か國でも小學校高學年で英語を敎えるようになった. 現在いくつかの學校でやっているか, どんどん學校の數も增えているところである. このような事例を見ても 私達が硏究開發して早期言語敎育を實施しなければならなぃのである. これこそ國際社會で生きる方法であるし, 後にば國威と國力につながるとぃうことは間違ぃなぃ事實である. 日本は我が國より10年前から小學敎高學年で英語を敎え, はやくから國際社會の舞臺に向け新圖案を 實施してきた. 言語とぃうのは成長してぃく中で必ず過程があると思う. 人は生まれながら, まず言語を體驗し, 2才以後から「ことば」を使ぃ自分の意思でコミュニケ―ショソできる力を持つようになり, 3~4才頃になると自分が主張したいことを表現し, 5~6才頃になると書物を通し「話すこと」 「書くこと」「聞くこと」を習得するようになる. そして思春期の10~11才頃には言語の「文法力」を含めて文章を構成するのにもっとも貴重な時期である. この期間は外國語の學習と習得が必要な時期であるだけに小學校高學年で母國語の習得と合わせて外國語も學習させなければならないのである. 考えてみると敎育部からの英語早期敎育の敎科內容は無理ではないのである. それにこの貴重な學習年齡期に英語だけではなく日本語も早期學習が必要ではないかと思っているところ,1998年2學期から放課後敎育活動運營計劃案のなかで日本語が含まれていてちょうどよかったと 思う. 國際社會に於いて第一外國語である英語だけ固執するのは難しいのである. 特に日本という國は世界の中で大きな位置を占めてあり, 日本語の學習者も日 增えている實情である. だから日本語を早期敎育させるべきだという聲が高くなるしかないのである. 特に我が'國は日本という國をまず知り, 日本のことをたくさん硏究しなければならない. ほかの國より我が國の人 が日本語を自由に驅使し, 日本の國力を越えなければならないのである. 戰後日本は全國民が朝鮮語のことを知ろう, 學ぼうと言いながら, どの學校(大學)でも朝鮮史の講座を開設し, そして朝鮮語を學ぶことに努力したのである. 私達も日本語をたくさん學び, 日本を知ることが私達の國力を育てることであると思うのである. 今回中學校の放課後敎育活動として日本語を採擇し寶施しているので, どのくらい選好度を持 っているのか調 べなから, まず日本語を學ぶ目的と基本敎育方向(方針)または敎育姉の細部事項, 敎材, 敎師の資質等を調べ, 今後"放課後敎育活刻"(1999年3月に中學校特技適性敎育活動と改稱. 今後特技適性敎育と する)を效果的に指導·育成し, 中學校でも日本語ができるように,積極的に勸めようという冷 意圖で本硏究がなされた.

우리나라 의무교육의 변천과정 분석 : A Critical Review

朴天燻,朴埰亨 부산교육대학교 교육대학원 2000 논문집 Vol.2 No.-

Previous studies on the development of Compulsory Education in Korea reveal that it is national development programs for education which has completed compulsory education not only in pramary education but also in secondary. Nobody can deny that the national effort for education contribute towards these achievements. Ministry of Education(MOE) in fact has been making various plans for it and putting into practices. But it is question that this effort has drived compulsory education to today's achievement. That is, it should be examined whether the effort is a 'prior' driving power or a 'posterior' supporting settlement. In concering the secondary education, the entering rate always has been nearly 100% before this effort became visible. Then, exactly speaking, the completion to its compulsory education is not by favor of this effort, but of other element. The other element is a 'passion for education', one of the particular phenomena that Korean has. So, the passion for education became the basis of these achievement, and the national effort was a supporting system for it. If this idea could be applied to primary education, the 'prior' driving power for the completion of compulsory education is the passion for education that korean has, and the national effort is a supporting settlement. Of course, what is the passion for education is vague. So this reriew suggest that it is the task of hereafter research on compulsory education.

구성주의적 사회과교육을 위한 웹GIS의 활용방안

황홍섭 부산교육대학교 교육대학원 1999 논문집 Vol.1 No.-

It is not easy for learners to go through all the informations and knowledges beacause we have too many informations and knowledges. Moreover, It is difficult for us to get some certain type of knowledges. Hence, the contents of curriculum should include concept and generalization, . Constractivism point of view, learning is considered important role in terms of preconcept, which learner's concept in the basis of experience. This kind of preconcept can hinder studying or reinforce, espacially misconcept which hindering learning should be transformed from the viewpoints of constructivism it makes assimilation, accommodation and equiblration to viable knowledge. GIS is sort of procedure of processing display and print out constructing keeping, editing and analysis of various geographical date of numerous index accordingly changing into knowledge-based society. In addition, this system gets spatial information as well as helps making a decision. But it takes a lot of costs, time and skills for normal users to establish geographic information system or use it, it can only be used in a special place. Anybody can access to this Web GIS which intergrates GIS and Web, this Web GIS can seach the date, transmit and handled it connected from remote area. The conception of Client /Server for carrying out the function can put it practical use as substitue Client to Server as for web based instruction. Web GIS turning out to be educational media, information offer which can make the most of teaching-learning two way communications. Web GIS storaged material of vast index, also if it is necessary, when client asks some questions, immediately analyze the materials and supplies so that it is useful to reinforce interaction on the web site. In other words, Web GIS is teaching and learning environment, medium, material, tool of analysis. Further more, which has function as an important helper by answering the questions, co-constructor, cooperator, companion. Therefore client can construct viable knowledge, which tries to change the concept by applying Web GIS to practical problem solving. The disequilibrium of cognitive structure caused by misconcept makes learners construct meaningful knowledge through reconstructing from conflicting, that is equilibration through conflict, accommodation among the students and Web GIS interaction. But we still have a lot of technical and knowledgable tasks that should interact well between server and client. Web GIS have powerful space of communications which lets people access without a cost of money, but still cannot supply various analysis. It is basic screen display, functioning zoom, pan, more takes long time to conduct the matters because it uses Network and it has problem with security matter and sharing the experiences. If these problems solved this Web GIS can be accessed with browser. It is going to be popularized through this. Then, it will cause various GIS demand and Web GIS realization helps to get information such as traffic, environment, region information. It will lead information synergy effect so, it will improve international competition eventually. Web GIS will make learners solve the problems better, and thus knowledge will be well constructed by them, it will make quality of education enhancing, I hope Curriculum developers should be aware of importance of Web GIS, and they should include it, as developing the content system of next curriculum.

日帝 統治時代 『皇民化』敎育政策에 關한 硏究 : 初等敎育을 中心으로 Centering Around Primary School Education

윤희승 부산외국어대학교 교육대학원 1999 敎育論叢 Vol.- No.-

The「Imperialist」 educational policy was established during the period of a Japanese militaristic control of the 1910s as a basis for a colonial education. Under such colonial education, children of most workers were forced by the obscurantist policy to have no opportunity of leaning an a few allowed such opportunity were brought up by the 「 Imperialist」 policy as sub assistants to a colonial rule. Private schools were not allowed to expand their self-education and instead the were regulated to have the same curriculum as national and pubic schools did. The cultural control of the 1920s mixed violence and excursion, differently from militaristic control of the 1910s which depended only on violence. As a part of excursion, a reform of the school system was enforced by the New Education Ordinance enacted in 1992 according to the mainland expansionsim. The reform included the extension of the term of teaching by educational institutions, emphasis on Japanese(national) language education, location of primary schools at the lowest-level administrative districts on a one to one basis, and training by middle education of sub-assistants to Japanese colonial rule. These were not different with educational policies of the militaristic control period in the they were means to facilitate the colonial rule although having not an intensive but moderate quality. The 「Imperialist」Policy during the Period of a supply base of the 1930s had five main purposes of the clearness of national polity, the identification of Korea and Manchuria, educational promotion, the parallel advancement agriculture and industry and the purification of officialdom. For the. purposes, the 「Imperialist」 Policy was materialized as the enforcement of shrine worship for the identification of Korea and Japan, the enactment and enforcement of the oath by people under imperial control, the optionalization and actual abolition of Korean Language education, the enforcement of common use of Japanese language and the forced justification of Korea-Japan annexation through a distorted history education. Ultimately these were seeking toward the mobilization of Korean human resources, which were affluent next to Japanese main land under regions of the imperialist nation, to workplace and battle fields. In short, the history of Japanese colonial education in Korea was one of Japanesation by Korean people under the imperialist policy, or assimilation to Japan. It was also a thoroughly non-educational process which turned a deaf ear to the essential duty of education, a development of educational invasion and the enforcement of anti-educational situations. Japanese colonists divided the period of such colonial education into several phases, established a view of rationalizing non-educational qualities for each of the phases and applied the view to their colonial education policies. Of course, such colonial education policies were not always smoothly carried out with no resistance by Korean people. The Koreans resisted educational invasion by other ethnic people through the movement of saving education by the whole nation, the nationalism-oriented education and resistance to Japanese colonial education by private schools, and anti-Japanese movements by students.

초등교사의 실과 교수·학습에서 ICT 수행 실태 분석

이시원,김영은 부산교육대학교 교육대학원 2004 논문집 Vol.6 No.-

본 연구자는 실과교과가 정보통신기술을 사용한 수업의 효율성 및 필요성을 인지하고 적극적인 활용을 유도하는 차원에서 정보통신기술이 사용되고 있는 상황을 조사하고, 이들을 토대로 수업 현장에서 ICT 활용수업을 위해 선결되어야 할 과제를 찾아 제시하여, 실과교육의 학습 흥미 촉진과 학업태도의 긍정적 변화와 함께 자기 주도적 학습 능력의 신장을 가져 올 수 있다는 판단에서 본 연구를 수행하였다. 교사들은 현장에서 ICT를 활용 할 때 지침이 될 만한 보다 구체적이고 명확한 ICT 활용 방향을 제시해야 할 것이다. 또한 ICT 활용 수준은 남교사, 여교사 거의 동일한 높은 수준을 나타내고 있으며, 경력면에서 볼 때에는 남교사는 '3~20년' 사이의 교사들이 빈도가 높게 나타났고, 여교사들은 '3년 미만에서 10년 사이'의 교사들이 높은 빈도를 나타내고 있다. 또한 현재 실과 수업에 ICT를 활용하는데 결정적인 장애요인에 대해서는 남교사는 44명(49.44%)으로 '실과 교육용 소프트웨어의 부족'을 들었으며, 여교사는 29명(32.59%)으로 '부족한 수업시간'을 지적하고 있었다. 멀티미디어활용 정도에 대해서는 남교사는 '10~20년'의 경력을 가진 교사 21명(43.8%), 여교사는 '3~10년'의 경력을 가진 교사 27명(37.5%)이 활용 가능 빈도가 가장 높게 나타났다. 마지막으로 교사들은 실과 수업에서 지침이 될만한 보다 구체적이고 명확한 ICT 활용 방향과 물리적 환경의 조성, 교육용 소프트웨어의 개발과 보급, ICT 활용에 대한 연수 및 교육 프로그램의 필요, 실과 교사 분과회의 활성화 등이 원활이 이루어지는 것이 실과교육 현장에서 ICT 활용 수업이 제대로 이루어지기 위한 선결 과제라 할 수 있다. At this point of time that ICT education is getting gradually pervasive on the state leading level, this study sets the goal of analyzing an environment of ICT education in elementary school. This analysis is worth considering elementary school environment, situation and obstacles. Finally based on above results, it could be attributable following studies about basic structure of using ICT. The ICT application in real classroom turns self-directed learning and communication between students themselves, teachers and students and students, ICT and teachers into possibility. In this study, we can find out merits of using ICT through questionnaire. But many teachers are just only showing their own computers and there is only a few self-directed learning in usual classroom condition. Based on this survey, present condition of using ICT in practical art education has problems as following. Firstly there are lack of ICT using tools and poor condition. Secondly the developed software is not enough. Thirdly most teachers don't have knowledge and skills. To solve these problems, teachers could utilize it easier such as guiding them to using the ICT application though teacher training program. Most of all, teachers should recognize these problems and activate this ICT education through continuous study and efforts of self-developing. And for the association with the ICT practical education. We need the politic and economic supports.

실과의 NIE적용 진로교육이 아동의 진로성숙에 미치는 효과

정모근,김은자 부산교육대학교 교육대학원 2003 논문집 Vol.5 No.-

The purpose of this study is to figure out the system and the direction of Career Education through the analysis of the Practical Art Education School Work and also is to find out the model and the strategy of Career Education applied to NIE. Among of them, the newspaper data which is proper as studying subjects including the method th reach in NIE studying was only used in classes about sixth Practical Arts Education, as the departure of occupations and works, cooking to make easily and taking care of pets. The subject of this study was choosen two class of six grade in Elementary School in Busan, which was separated between a group of experimentation and a group of comparison. The member of each group is 40 and following is summary. 1. It was more efficient to improve child's Career Attitude and Career Ability using Career Education applied to NIE than normal one. 2. There were no relationship between sexes of children about the effect of child's Career Attitude and Career Ability using Career Education applied to NIE. 3. It didn't depend on the grade level of children about the effect of child's Career Attitude and Career Ability using Career Education applied to NIE. To sum up. it was more efficient about Career growth to choose Career Education than usual one not to be related to child's sex or grade level.

초등사회과 환경교육 연계성 분석 : 환경오염, 환경보전과 대책 영역을 중심으로 Focused on The Environmental Pollution and The Environmental Preservation & Alternative

이기복,정지윤 부산교육대학교 교육대학원 2004 논문집 Vol.6 No.-

The Purpose of This study was to prepare the basic materials which are necessary for both the direction of construction of future environmental education and desirable Teaching-Learning Process. In this paper, the contents of environmental pollution and environmental preservation & alternative were analyzed through 8 Social Studies textbooks and 8 guide book of Teachers from the 3rd grade to the 6th grade of the 7th national curriculum. The result of analysis, the Contents of Environmental Education in Elementary School Social Studies Curriculum is that not only the continuity of construction but the sequence were lacked between from the 3rd grade to the 6th grade in Elementary School. Therefore, It is necessary that the environmental education in Social Studies curriculum can more effectively be practiced and need to emphasize the environmental pollution environmental preservation & alternative and it is desirable to consider both the harmony and systematic distribution from 3rd grade to 6th grade in Elementary School Social Studies Curriculum for it. Also, the constituent of the curriculum should understand the aim of the establishment of environmental contents well enough and it is necessary for teacher to have expert knowledge that is able to understand and translate them through the study and analysis of Social Studies curriculum and textbook.