초등학교 방과후 학교 활성화 방안에 관한 연구 = Research on after school programs in elementary school

다국어 초록 (Multilingual Abstract)

This research investigates the biggest challenge of after school programs in rural areas by comparing after school programs in rural areas to those in cities, and suggests reform measures. Three aspects have been addressed below.
First, how do teachers, parents and students understand elementary school ‘afterschool’ programs?
Second, how have elementary after school programs been running and what has already been addressed?
Third, how can elementary school ‘afterschool’ programs be initiated?
90 teachers, 240 parents, 280 students from two schools in rural areas and urban areas respectively in Gangwon province answered the survey.
The questionnaire addressed the three questions listed above.
Analysis was done with SPSS 10.0 for windows. To grasp the general characteristics of responses, the frequency and percentage were calculated. In addition, X2(Chi-square) verification was used to understand the differences exponentially. The results are reported below.
Among teachers, parents and students, the teacher's group is well aware of after school programs, but parents as well as students are in need of after school education starting in 2006. Due to the nature of rural areas, teachers are aware of the introduction of varied programs by cooperation with other after schools programs. Parents as well want more information on after school programs through this cooperation.
Compared to teachers who emphasize the after school program as good child care for dual-income families, parents are concerned with reducing the cost of private education and child care, so parents’expectations are high for after school programs as a way of reducing private education costs.
By after school program plans, both teachers and parents value securing skilled instructors, but in rural areas, it is challenging to hire skilled instructors.
Rural areas prefer managing classes ‘flexibly and differently according to grade and levels,’ but in these areas, which have many small schools, it is difficult to manage after school programs classified by grade and level.
To operate various kinds of after school programs, small schools have to cooperate. Moreover, parents point out a lack of school facilities for the after school programs. To compete with private education, investment and improvement in school facilities should be continued.
Students have a positive reaction to participating in the after school programs, and they showed willingness to participate if there are interesting programs. Based on the responses of students, after school programs should be introduced according to the interest and aptitude of the students.
According to the analysis of expectation for after school programs and activating methods, parents expect that after school programs will reduce the cost of private education. Current after school programs in public schools don’t impose a heavy burden on parents, but parents want schools to hire skilled teachers.
When asked if the after school programs help to solve the educational gap, parents both in rural and urban areas gave positive responses, so this shows that after school programs are satisfying their prior intention.
Overall, the respondents’ (parents, teachers and students) expectations were high for operating after school programs. If there are various kinds of programs and skilled instructors, the facilities continue to improve, systematic educational activity can be provided and if government support is followed, after school programs will be more active in the future.
Finally, the research raises several suggestions. Infrastructures should be implemented, such as skilled instructors, by the cooperation with local community, school bus and program managers need to be provided.
In addition, to draw private education into the after school programs in public education, the government has to keep investing in school facilities. These efforts can reduce gaps in public school after school programs in different regions.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 내용 = 3
• 3. 용어의 정의 = 3
• Ⅱ.이론적 배경 = 5
• 1. 방과후 학교의 개념 = 5
• 2. 방과후 학교의 목적 = 5
• 3. 방과후 학교 운영의 기본 방향과 주요 내용 = 8
• 4. 방과후 학교의 교육 철학적 기반과 정책적 의미 = 12
• 5. 우리 지역의 방과후 학교 운영 활성화 노력 = 14
• 6. 외국의 방과후 교육활동 = 17
• 7. 선행연구의 검토 = 22
• Ⅲ. 연구 방법 = 24
• 1. 연구의 대상 = 24
• 2. 연구 도구 = 24
• 3. 자료의 분석 및 처리 방법 = 29
• Ⅳ. 연구의 결과 및 해석 = 30
• 1. 방과 후 학교에 대한 인식과 필요성 분석 = 30
• 2.방과후 학교의 운영현황 및 시행방안 분석 = 34
• 3.방과후 학교에 대한 기대 = 52
• Ⅴ.결론 및 제언 = 57
• 1. 결론 = 57
• 2. 제언 = 60
• 참고문헌 = 62
• Abstract = 64
• 부록 설문지 = 67