島嶼僻地學校의 敎育改善을 위한 調査硏究 : 全羅北道內 島嶼僻地 國民學校를 中沈으로 = A Survey on Problems for the Educational Improvement of the Schools in Islands and Remote Places-On the Elementary Schools in Chollabuk-Do Province

다국어 초록 (Multilingual Abstract)

1. Problem
We think much of community development as a fundamental process of national development, and it is promoted by the equlization of the people's fundamental education. Therefore, the school and education have taken charge of important roles in community development in Korea till now.
Generally, the islands and remote places can not be escaped from falling behind in the community development, and involve a variety of problems in school education.
For that reason, in this study I am to find out the ways for the educational improvement, supposing that the community development of islands and remote places would be capable of making educational development of the schools in islands and remote places.
2. Method
For this study, I surveyed the theoretical foundation from the literature and professional records on this subject, and then I used the method of observation, the interview, the questionarie and the analysis of documentary data. Particuraly, I sent questionaries to the teaching staff (to the 128 school maters and the 607 teachers) of all the schools in islands and remote places in Chollabuk-Do province, for seizing the essence of educational problems. But I received the responses from the 97 school masters and 489 teachers.
This study is chiefly based on the contents of the analyzed results of the responses from the school masters and teachers.
3. Results of Survey.
(1) The schools in islands and remote places are cot endowed sufficienlty with the school facilities and teaching materials. 75% of the teachers replied that children's abilities and qaulities are not sufficiently developed by reason of poverty. School masters replied that one of the most difficulties of school administration is the poverty of school finance, too.
(2) The qulification and problems of teachers.
1. Most teachers(85%) replied that addiitonal system of teacher rating score raises their courage and morale. Therefore, 45% of the teachers proceeded voluntarily because of the additional system of teacher rating score. But they proceeded voluntarily at the individual desire for remunerative terms of transfer, not educational conviction for improving education of islands and remote places.
2. Most teacher(85%) replied that the allowance for the teachers in the special places(5,000∼6,500Won) is not enough to raise their courage and morale. They say that the reward for the teachers in the special places should be readjust and raise for the teachers of superior ability to be in continous service.
3. Many a teacher in islands and remote places takes pains with the housing problem. Nation should supply them with the house for the security of their living.
4. The school masters point out that the teachers' essential abilities at schools in islands and remote places are "attitude to devoting their efforts to the cause of education" and "sprit of community development such as service, co-operation and frontier spirit". But now, the teachers are lack of those elements.
(3) the school supervision by the educational authoritties.
Superintendents of school do not supervise efficiently because of inconvennient transportation The Board of Education should secure mobility and supervise substantially. Superintendents of school should take up a positive attitude to the schools in islands and remote places.
(4) Teaching method of the school.
Most of the teacing activitties are practiced by the multiple-grade system for lack of students. In that case, the teachers need special techniques and method in teaching, but school masters(43%) replied that a number of teachers are short of them. For that reason, most students are lack of fundamental knowledge.
(5) Welfare facilities for the students
School facilities and activities for students' wellbeing are very poor. For example, only 7% of sampled schools possess a sanitation, a reading-room(10%), a barbershop(24%) and payment of scholarship(17%) etc.
(6) Environmental conditions of community
The giographycal environment of the islands and remote places is in adequate for them to going to school, so that many students is frequently absent from school. The government authorities concerned should make efforts to solve the problems for students such as building bridges, extending the passes and the school shops for the island students.
(7) The ways of life and educational view points of people.
Residents of islands and remote places have traditional passive ways of life that only adjust to the present circumstance and that do not try to improve and overcome the present difficulties. 69% of the teachers indicate that most parent send their children to school blindly without any aims. The teacher(79%) think that many parents are not co-operative, concerned with school.
Students are influenced by them in forming personality and educational development.
There have been many efforts to develop community and education in islands and remote places from the administrative policy. But the results are not so satisfying, that I suggest that many active ways of improvement should be made and arranged by many sides, such as national policy, educational administraiton, teacher education and school administration.

목차 (Table of Contents)

• Ⅰ 問題의 陳述
• Ⅱ 理論的 背景
• A. 地域社會關發과 敎育
• B. 島嶼僻地學校
• C. 島嶼僻地兒童의 敎育的 間題
• Ⅲ 硏究方法
• A. 硏究期間
• B. 硏究對象 및 標集人員
• C. 硏究節次
• D. 硏究의 制限点
• Ⅳ 硏究結果
• A. 島嶼僻地學校의 施設과 財政
• B. 島嶼僻地學校의 敎員과 資質
• C. 島嶼僻地學校의 奬學指導
• D. 島嶼僻地學校의 授業方法
• E. 島嶼僻地學校의 兒童福祉
• F. 島嶼僻地社會의 環境的 條件
• G. 島嶼僻地住民의 生活態度 및 敎育觀
• Ⅴ 要約 및 提言
• A. 要約
• B. 提言
• ※ 參考文獻