기숙형 대학(Residential College) 교양교육의 비교과 신체활동 프로그램에 대한 담론 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze social trends and discourses on the residential colleges’ extra-curricular programs related to the physical activities rapidly spreading all around the world.
To analyze the discourse, a total of 8 (A to H) outstanding Residential College program cases were selected, and domestic universities(A to D) and overseas universities(E to H) had 4 programs respectively. First, the reasons for selecting 4 outstanding domestic universities are as follows. In A university, the system of the Residential College was introduced for the first time in Korea. B university is selected because it have been managed for more than 10 years. C university, as a Flagship Korean National University, is growing up through a national financial support projects. And D university is growing up rapidly due to good organization among its members.
Second, the reasons for selecting 4 outstanding overseas universities are as follows. E University has the longest history and the origin of the Residential Colleges system. And F, G, and H Universities, in 2018, are ranked high in the U.S. and in the world lists.
The result of the study is that physical activity programs in domestic universities mainly focused on setting and achieving the specific goal and on developing potential abilities. While, physical activity programs in overseas universities mainly promoted the health and the sense of community through linkage between leisure and physical activities.
This study analyzed the discourse by dividing cases into three advanced themes: "Residential Colleges", "Liberal Education of Residential Colleges", and "Extra-Curricular Physical Activity Programs of Liberal Education in the Residential Colleges". First, the discourse analysis of Residential Colleges showed the geographical accessibility in the college dormitory, the multi-management system, the systematic structure of the system, the use of curriculum as an element for the development of students' abilities, the recognition improvement of Residential Colleges. Second, the discourse analysis of Liberal Education of Residential Colleges showed that the educational process(Curriculum) is not fully implemented. It also indicated the need to establish a systematic curriculum to effectively deliver the purpose of education to the learners. Third, the discourse analysis of Extra-Curricular Physical Activity Programs of Liberal Education in the Residential Colleges revealed varied understandings and practices on the Extra-Curricular Physical Activity Programs. Also, many different expansion and development to support Extra-Curricular Physical Activity Programs are required, and educationally effective application is in need.
Ultimately, the Extra-Curricular Physical Activity Programs of Liberal Education in the Residential Colleges aimed at 'improving the quality of life' of the learners, along with what liberal education pursues. And a variety of examples shown by the students explained the need for the physical activity sufficiently.
Finally, the suggestions for further research are as follows. First, it is needed to expand the extent of data related to physical activity programs at Residential Colleges. Second, it is necessary to find excellent cases and to study participants' experiences in Extra-Curricular Physical Activity Programs of Liberal Education in the Residential Colleges. Third, other areas of Extra-Curricular programs in the Liberal Education must be studied, including physical activities of Residential College.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 13
• 3. 연구의 제한점 14
• 4. 용어의 정의 15
• 가. 기숙형 대학(Residential College) 15
• 나. 교양교육(Liberal Education) 16
• 다. 비교과 프로그램(Extra Curriculum Program) 16
• 라. 신체활동(Physical Activity) 16
• 마. 담론(Discourse) 17
• Ⅱ. 이론적 배경 18
• 1. 기숙형 대학(Residential College) 18
• 가. 기숙형 대학의 개념 18
• 나. 기숙형 대학의 장·단점 19
• 2. 기숙형 대학 교육 프로그램 23
• 가. 기숙형 대학 교육 프로그램의 방향성 23
• 나. 기숙형 대학 교육 프로그램의 종류 및 특징 24
• 3. 교양교육 28
• 가. 교양교육의 개념 28
• 나. 교양교육의 역사 28
• 4. 담론과 담론 분석 32
• 가. 담론 32
• 나. 담론 분석 33
• 5. 신체활동 36
• 가. 신체활동의 필요성 36
• 나. 대학생의 신체활동과 행복감 37
• Ⅲ. 연구 방법 41
• 1. 연구 설계 42
• 2. 연구자에 대한 이해 43
• 3. 자료수집 44
• 4. 담론 분석 45
• 가. 왜 담론인가? : 담론 분석과 활용 45
• Ⅳ. 연구 결과 47
• 1. 개별 프로그램 및 성과를 중심으로 한 국내 사례 48
• 가. 섬김의 정신을 실천하는 창의적 글로벌 리더, A대학교 49
• 나. 삶과 배움의 통합 공동체, B대학교 57
• 다. ‘역량+모험’, 생활 밀착형 전일/전인 교육 시스템, C대학교 65
• 라. 대학 문화를 높이는 동문수학(同門受學)의 요람, D대학교 73
• 2. 체계적 시스템을 기반으로 지역사회와 연계한 국외 사례 83
• 가. 소그룹 중심의 여가활동을 중심으로 한, E대학교 84
• 나. 학생의 여가활동을 중심으로 지역사회와 함께하는, F대학교 89
• 다. 학생 전체가 공동체로서의 응집력과 친밀감을 가지는, G대학교 96
• 라. 인성을 갖춘 ‘공감형 인재’를 양성하기 위한, H대학교 103
• Ⅴ. 담론 분석 108
• 1. 기숙형 대학(Residential College) 111
• 2. 기숙형 대학 교양교육 115
• 3. 기숙형 대학 교양교육 비교과 신체활동 프로그램 117
• Ⅵ. 결론 및 제언 120
• 1. 결론 120
• 2. 제언 130
• 참고문헌 131
• Abstract 138