人格美 형성을 위한 美術敎育의 方法論的 硏究 : curriculum을 중심으로

智順任 상명대학교 교육문제연구소 1984 敎育硏究 Vol.5 No.-

Beauty is not an abstract idea fallen apart with human life, but a concrete phenomenon. Also it penetrate our mind deeply and bring us delight and pleasure of life from our life-circumference. Taking a personal firm, sound view of beauty education. According to this basis formation, the index of a desirous Art education is determitided. Our country has fallen behind other countries in industrial technology due to being backward in scientific technique civilization. However, in our country the spirit of personality worship has gone ahead much than in any other country. The judgement of value is losing by emptiness and lawlessness derived from the estrangement between material civilization oriented development and moral civilization to such a extent that new scientific term "Dehumanism of Education"is born recently. At this time, we must say Art education is necessary to exist for the formation of a desirous human a s Art education can be begun by self-expression of free spirt. "The formation of the human beauty through Art education": as said by H. Reab, requires an Art teacher's strong conciousness responsibility and endeavour. Under this current circumstance of the times, 19years have passed since the Art education dept. in our University had been established, of which the objective is to bring up a competent teacher who will be in charge of Art education in the middle-high school. Now, it is significant for us to see whether it is operated well to the effect of the establishment or not as a study on the method in Art education for the formation of Human-beauty, as espected. Pre-questionnnarie which was made from the students of Art education dept. who just came from teaching-practice results in analyzing the current curriculum of Art education so I come to select this subject. As the blueprint which is to achieve the object in education is a curriculum used in education. We can classify the current Art education course into both the fine Art education in the liberal arts and science college and the art education in teacher's college. Despite the obvious difference between two depts in the view points of prospect and objective of the establishment. Any difference can't be found in two depts which are contradictory to the establishment. If we take the introduction order of two depts in our university, the fine art education dept has a priority over the other dept. that imitated the curriculum of the fine art education dept. Therefore, we can find out the problem on the curriculum management of the Art education dept. in the teacher's college, which objective is to bring up a good art teacher who will be in charge of middle-high education. To rectify these problems I want to recommend 4 points: 1. to make the students of the art education dept in teacher's college establish a firm faith required in teacher-quality 2. to make them gain a skill in knowledge and function of how and what they should teach their students, 3. to adapt the adequate theory and the skill of art education allocated the curriculum to the students for the purpose of being good teachers. 4. to make oneself unique, creative methods in more art-creating course than the result of it. The art education of teacher's college will be on right track as intended, only when the above points mentioned are executed rightly.

한국 성교육의 실제와 개선방안에 관한 연구

이진분,김동위 상명대학교 교육문제연구소 1988 敎育硏究 Vol.9 No.-

Public demand for sex education programs for students has been growing, but the supply of trained personnesl and curricular has been woefully inadequate. This study attempt to identify trends in sex education and to commont upon them in a way which will be helpful to those working with or expecting to work with sex education program in the schools. This study is divided into three parts. The first section deals with the general and theoretical. It includes the history of sex education, objectives for sex education and the characteristics of a good educator for sex education. The second section anaylse the current situation of sex education in Korea and curriculum of sex education in America. The third section deals with the suggestion for a desireable sex education in Korea.

韓國의 國民精神敎育과 外國의 國民精神敎育

趙成大 상명대학교 교육문제연구소 1987 敎育硏究 Vol.8 No.-

I have come to a conclusion as fallowing from looking into the meaning of the civics education of Korea and that of other countries. 1. Every country in the world, in order to keep its own country's security and properity, is educating its own civics education which is suitable to its own natural, geographical circumstances, its own historical and cultural backgrounds, and its political and social situations. 2. Comparing the civics education of Korea with that of other countries, the civics education of has Korea a synthetical character and it also includes the political education, civic education and moral education of foreign countries. Korea is now education it synthetically-the subject of morality in primary and middle school, ethics in high school and college, the ideologyxriticism education, in university, and civics education in every circle of society, and even for the governmental officials. From these various education of Korea, we can find out that the civics education of Korea has more lager scope of it then that of other countries. But to make it more effective, more and more research and efforts and needed for it. 3. We can infer from spirit educations of foreign countries that the informal education being realized by informal groups-home, friends, church, mass-media and human-relations is more effective than it depends upon the formal education being done by school education. 4. In general every country in the world is civics now doing its national through school and social education more effectively in developed countries which has made political stability and economical progress than in underdeveloped countries. Because of lack of fullconfidence for their political system, the discord and friction caused by economical unbalance and because of being weak in communal society, underdeveloped countries are not educating it more effectively. 5. West Germany and the Republic of China, in general as divided countries like Korea, are now doing the communism criticizing education and the things which contain the warning of danger of communism, but America and Japan, undivided countries, don't emphasize on them. 6. The Soviet Union, a suzerain state of communism, has been educating the spirit education by using its own special method to cultivate communists themselves. They have been using the methods one is early-training method that is called Freud style, and the other is mechanical, passive method and a conditioned reflex method called Pavlor Skinner style, at the same time, they are educating their people by using the methods that follow the self-criticism, group-pressure, isolation way, and pratical acquisition(a method that follows the principle which consciousness can be changed in action or practive- "we can learn while we works and work while we learn.") After all, I think it is rather correct expression that the civics education of Soviet Union is not the education to cultivate man, but to make only a communistic person. 7. Whether the civics education of one country will succeed or not, it depends upon how many interests and efforts the country can be paid for it and how much governmental and financial support can be concentrate on it, and it also depend on the strong sense of duty and the earnest efforts of teachers who are in charge of the education itself, and at the same time it also depends on how much effort the standents pay for it and how they accept it. On the country, if we look slightly upon it and the persons who are in charge of it, and regard it as only a subject of policy, it is very hard to make success. It is not for any special political party or any political power and any individuals or group but it is for dominating the fate of a country and for the existence and prosperity of on nation. Therefore everyone who is in high social level as a leader and all the people should pay all attention to the national education with a lot of interests and should give full support to it.

大學敎養數學敎育의 改善方案 : 敎育目標와 指導內容을 中心으로

李暎潤 상명대학교 교육문제연구소 1990 敎育硏究 Vol.10 No.-

The object studing the college mathematics is not given evidently in testbooks which is studied by freshmen in Liveral arts course. In this note, the objects of college mathematics will be set up carefully and tentative plan of textbook for the improvement of college mathematics will be presented.

대학교육에서 교양수학의 역할과 운영 방안

문권배 상명대학교 교육문제연구소 1995 敎育硏究 Vol.13 No.-

We emphasixe the importance of mathematics in general education and discuss the problem inherent to curriculum in university. This paper presents the direction in which the role of mathematics and its application in general education for undergraduate students should be revised and developed.

여대생이 인식하는 여성의 대학교육에 관한 연구

이진분 상명대학교 교육문제연구소 1993 敎育硏究 Vol.12 No.-

This study was to analyze the perception of collegewomen on higher education for women and to suggest the disirable direction for women's higher education based on equality in Korea. With the increased educational concern for equal opportynities for women, Korean status of womens had considerably improved. But it was obvious that we confronted the need for women's full representation in all levels of higher education, in order to achieve their educational goals, and described how these goals could be<이후 누락>

아이즈너의 교육과정 유형 분류에 관한 재고찰

김재건 상명대학교 교육문제연구소 1998 敎育硏究 Vol.16 No.-

Eisner presented a framework for the description of five important curriculum orientations. Five important curriculum orientations are development of cognitive processes, academic rationalism, personal relevance, social adaptation and social reconstruction, curriculum as technology. But in the classification of Eisner, the curriculum theories to be fallen under each orientation overlapped. And we did not agreed somewhat of these classification. Specially we did not agreed the classification for the curriculum theory of Dewey and Bruner. Under the classification of Eisner development of cognitive processes included the curriculum theory of Bruner. But, because the structure of knowledge is essential in the curriculum theory of Bruner, academic rationalism should include Bruner's. Also under Eisner' classification curriculum as technology include the curriculum theory of Dewey. But development of cognitive process should includ Dewey's. The reason was that aims of the Dewey' curriculm theory were reflective thinking.

교육과정의 인식론적 연구

김재건 상명대학교 교육문제연구소 1996 敎育硏究 Vol.14 No.-

The purpose of Galati's epistemological study was (1) to examine a comprehensive theory of knowledge ; (2) to collaborate the theory through determining its applicability to wide range of curricular theories ; (3) to develop criteria of Curriculum from the theory. In brief, the theory included the following propositions : (1) human knowledge is intrinsically related to experience, but most knowledge is an amalgam of experience, ideas, and inference ; (2) experience is given its shape and meaning on the basis of knowledge that already exist for the observer ; (3) some human knowledge goes beyond direct experience to that which may be known through various inferencing procedures ; (4) meaningfulness is characteristic of most knowledge; (5) existing knowledge potentially is generative of new knowledges. Crieteria for Curriculum derived from each of these propositions. But the theory of Galati did not solve the basical problem of Epistemology on the role of subject in knowing.

한국 여성교육의 전개과정

이지연 상명대학교 교육문제연구소 1993 敎育硏究 Vol.12 No.-

In my study, I review the historical changing process of the Korean women's education and its tasks in the future follow from above. Korean status of women has considerably imporved. But it is obvious that Korean women have lower expectation than men and are devaluated by cultural and historical norms. It means true 'equal opportunity' in education is far from reality. The achievement of highest levles of ego funcationing for women is more difficult because individuation involves conflict with prevailing cultural norms in Korea. In the twenty first century, quality of women's education will matter rather more than quantity. The goals of women's education should be set in qualitative terms. Modern women's education should be directed towards reenforcement of humanity, embodiment of sex equity, establishing the fields of study which are unique in women's educational system. and investigation of various approaches to women.

고등학교 계열화와 사회 불평등

김재건 상명대학교 교육문제연구소 1995 敎育硏究 Vol.13 No.-

The purpose of this study is not only to identity and analize the practical aspects of students served by two differential typed of Gerneral high schools and vocational high schools, but also to attenpt to discover the relation of curriculum tracking with the students, and the Attitudes toward Social Inequality. The major methods and findings of this study can be summarized as followed : Methods The data for this study were collected from a questionaise survey. The sample comprised 8 clause from 4 schools. A total of 434 student' respondes were analyzed in this study. The data were analyzed try utilizing crosstabulation, x² and person Regression. Findings 1. The academic performance Level in middle schools in attribution to the selecting and placement of the general high and the vocational high schools. 2. Their family's backgrounds and social classes are more attribution to the selecting and placement of differential high school programs their acadamic performances. 3. Students in the vocational high schools and there with poor family backgrounds in the general high schools expressed negative attitudes in accepting social systems. 4. The differential of a high school system as a educational mecanism seems to inference their socialization, yielding different results.