'학원 다니기'의 문화기술적 연구 : 중·소도시의 학원을 중심으로 = (An) ethnographic study on "Going to Academy" of students in a Town

다국어 초록 (Multilingual Abstract)

So far even though some successive governments have tried to both reduce and get rid of the private education, the role of the private education has been increased. The purpose of this study was to describe and analyze the so-called 'going to academy' of students as one of private education activities. This study conducted cultural analyses with ethnographic approach on the parents and students beliefs and pratices of 'going to academy' in a town. The thesis was organized to answer the following questions based on the collected data.
1. What are the reason and the purpose for which parents have their children go to academy? What kind of academy do they prefer?
2. How do they study in academy in comparison with school learning?
3. What do they do in academy in addition to learning?
4. What are the cultural themes of 'going to academy' of students?
Based on ethnographic procedure suggested by Spradley(1980), the researcher has conducted field work for one year in a small town which is located in rural area. It is out of consideration for the accessbility to select this area. The researcher has played role as a resident of the town and a lecturer of the academy.
As the ethnographer use the way of the participating observation and of interviewing with the main informants, 'Nuri Academy' was selected as the place for research, The researcher has performed observations as well as interviews for this study concerning the following questions. The fieldwork was done under the control of two steps, that is, grand tour and mini tour steps. During the grand tour step, the weight was given to the observation on the social situations related to the student's education and private education activities of the students and parents, and also given to the collection of side documents. During the mini tour observation step, the researcher directed focused observations and intensive interviews on the various activities of 'going to academy'
As the result of the present study, major findings can be summarized as follows:
First, parents think that their children should 'go to academy' to enter good college for success under such a social environment of excessive competition, but public education hasn't been able to satisfy their wishes. They think that it is inevitable 'going to academy' not only for the improvement of marks, but also for children's management and proper guidance.
Second, the academy makes every effort in order to accept the expectation and the claim of students and their parents in the face of the circumstances under the limit of the social culture and the educational system of small town. For their part, they demand something more complex by degrees with a view to making up for the disadvantage arising out of such circumstances and in the proportion to their requirement the role and function of the institutes have got much better extensive. In addition that the academy delivers knowledge like our recognizing as a rule, the institutes not only take care of the children on behalf of two-paycheck couples after school but also guide aright lest they should go astray while parents are on duty and provide them with the place for the group of that age.
Third, students go to academy not merely improving their records but supplementing their poor subjects and leading the school life full of confidence. So eventually they hope that their dream will come true through such a effort. Besides the academy play a part forming an group of that age and are getting settled as small space sharing peer group. culture. They feel curious a lot about the opposite sex while passing through an adolescent period. Some students are very active. Compared with this curiousity, others are seemingly more or less inactive the relationship with the opposite sex in the institute life. Most of them reveal their interest in each other trying to be stylish when they come to their academy. The academy funcioned not merely as a learning academy but as a peer culture site.
Fourth, the cultural themes as comprehensive and recognizable principle repeatedly coming from in the course of leading the deeds of parents and their children's activities at the academy is classified into the following six principles, that is, 'the principle of hope', 'the principle of preceding study', 'the principle of investment effect', 'the principle of liberation from controling of their children at home and from their burden of having children study', 'the principle of anxiety removal and the principle of formation a group of that age'.
'The principle of hope' means that they want their children to make good marks with the help of their institute and accomplish their children's object. This principle involves that they study to prepare for happiness, a promising job and high social standing in the future. and they think that if they obtain a satisfactory result in marks with the help of their institute, they will attain their goals.
'The principle of preceding study' is the principle that they are eager to precede all others. This principle means that excessive educational fever or family egoism has an effect on those who have children.
'The principle of investment effect' means that "since we pay our children's school expenses, our children try to study harder thinking the money we paid". This thought has an good influence on accomplishment degree for study.
'The principle of liberation, is to free from the uncomfortable relationship between parents and children. Unless the children whose parents are two-paycheck couple attend an institute, parents themselves should help their children study and do homework, and perhaps it is difficult for them to give up themselves to their works. If they don't have ability to help or teach their children, they want children to go to academy. For children's part they think that if they attend an academy, they can be free from their parents' interference.
'The principle of anxiety removal' is the principle that "I wouldn't like to stay home alone and don't have ability to study for myself." This shows that the parents and the students who have dependent disposition toward others are always conscious of other people and decide or think something in accordance with them.
'The principle of formation of the group of that age' is the one that academy provide them in a adolescent period with the place sharing a peer group culture, namely, some information. Sometimes they who are in the adolescent period are interested in the other sex. In conclusion, though 'going to academy' is not good for students health, and is the burden of family finance, parents and student think that it is inevitable activity or process not only for their educational purpose but also for their ordinary life, especially for students' peer culture. At this point, it is needed that studies on 'going to academy' are dealt with various points of view, not merely educational, but social and cultural point of view.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구문제 = 4
• 3. 연구방법 및 절차 = 5
• Ⅱ. 연구 현장 = 11
• 1. 연구지역의 사회적 교육적 맥락 = 11
• 2. 누리학원의 특성 = 14
• 1) 지역사회에서의 위상 = 14
• 2) 물리적 환경 = 16
• 3) 인적 환경 = 20
• 4) 일과 및 교육과정 운영 = 24
• Ⅲ. 학원 선택하기 = 32
• Ⅳ. 학원에서 공부하기 = 38
• 1. 교실질서 유지 = 38
• 1) 지각 관리 = 38
• 2) "수업 분위기 잡기" = 41
• 2. 수업 운영 = 45
• 1) 수준별 수업 = 45
• 2) 선행 학습 = 46
• 3) 교사와 학생의 활발한 상호작용 = 47
• 4) 결과와 평가 중시 = 49
• Ⅴ. 시간 보내기 = 53
• 1. 자투리 시간에 놀기 = 54
• 2. 부모님이 묵인해 주는 시간에 놀기 = 57
• 3. 또래집단의 구성원이 되어 놀기 = 59
• Ⅵ. 학원 다니기의 문화주제 = 62
• 1. 희망의 원리 : "학원가서 성적 올려서 꿈을 이룰 거에요" = 62
• 2. 선수학습의 원리 : "이왕 다닐 바엔 남보다 먼저 남보다 빨리 해야죠" = 64
• 3. 투자효과의 원리 : "돈 내고 다니니까 학교보다 뭐든지 더 열심히 해야죠" = 66
• 4. 해방의 원리 : "학원을 보내면 서로 해방 되는 거죠" = 67
• 5. 불안해소의 원리 : "혼자 집에 있을 용기도 없고 혼자 공부할 능력도 없어요." = 68
• 6. 또래집단 구성의 원리 : "학원에서 만나서 공부하고 놀고 시간도 보내죠." = 70
• Ⅶ. 요약 및 결론 = 72
• 1. 요약 = 72
• 2. 결론 = 75
• 참고문헌 = 79
• Abstract = 83