고교평준화 정책의 대안으로서 특성화학교 모델링에 관한 고찰 = (A) Study on the Modeling of Special-Aimed School as an Alternative Education of the High School Equalization Policy

다국어 초록 (Multilingual Abstract)

This study is aimed at providing a reasonable specialized- school model in our educational system through estimating educational fairness and examples as a way of improving and developing the equalized high-school system. I think that there will be a lot of side effects if we accept the specialized school system without enough examination and study. As a result, we won't get the effects of improvement in our equalized high- school policy. This study has the following several objects to make our study easy.
First, Is it right to have this kind of equality policy when we consider the fairness based on liberalized equality? Second, can we get the improvements of equality policy by studying the alternative education system? Third, is it possible to have the improvements of equality policy by accepting the specialized school system? Fourth, what kind of specialized school system can we accept? The followings are the results of study.
First, when we estimate the equalized high-school policy based on fairness principal, this policy has a sort of fairness by removing the unequality out of unlimited competition and the damage of pride. However, above all, this equality policy is against the educational fairness by limiting the right of choosing education. This restricts the right of choosing personal education. There is a possibility that the equalized high-school system will be against the principal of suitability in educational grade standard when we think that the real equality of school is impossible. Second, we think that the alternative school system came from the problems of school. I think that we can get the possibility of developing various personalities by showing the practical belief in education such as the belief of human's unlimited possibility, the esteem for human desire the acceptance of relativity and changeability of knowledge, inborn ability and freedom on children's learning and the emphasis of environment. The alternative education emphasizes the social reform by criticizing the lack of value and social disease in our society. Alternative education is very popular all over the world and will be a good way which can change and take the place of old education system. Third, the specialized school has a different education program and a student can take his own program according to his own speciality and aptitude. The self-control of school management and localization should proceed to develop and manage a different program different from general school. This alternative school can get the propriety as the way of the improvements of equality policy. Fourth, the structure of the reasonable specialized school model in our education system is the communication and administrative superintendence. This model is required of speciality and aptitude of teachers and faculty as well as the right of choosing school for students and parents. This kind of school can develop its own curriculum and students can learn specialized school get the right to manage with its own control and responsibility from making the budget to balancing it.
Like this, I tried to suggest the specialized school and the improvements by estimating the fairness of equalized high school policy and studying the alternative school. This study is based on the analysis of documentary records. The specialized school system as a way of improvement of equality policy can get different models and management ways according to the form and range. It is necessary to have further study. However, we should make an effort to understand that the reform in education system is not a sudden renovation but a gradual and systematic reformation.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 목적 = 1
• 2. 연구의 범위 = 5
• 3. 연구의 방법 = 5
• Ⅱ. 평준화 정책의 도입배경과 공정성 평가 = 6
• 1. 평준화 정책의 도입 배경 = 6
• 1.1 사회경제적 조건 = 7
• 1.1.1 산업화에 따른 교육투자의 확대 = 7
• 1.1.2 산업 및 취업구조의 변화 = 9
• 1.2 초등학교·중학교의 팽창과 입시경쟁 = 11
• 1.2.1 각급 학교의 단계적 팽창 = 11
• 1.2.2 고등학교 입시열기의 과열 = 14
• 1.2.3 학생·학부모 및 정부의 대응 = 15
• 2. 평준화 정책의 공정성 평가 = 19
• 2.1 평등한 교육권의 원칙 = 21
• 2.2 고등학교 평준화정책과 차등기준의 적합성 = 24
• 2.2.1 교사의 평준화 = 24
• 2.2.2 시설의 평준화 = 25
• 2.2.3 차등기준의 적합성 문제 = 25
• 2.3 고등학교 평준화정책과 교육 차등의 원칙 = 27
• Ⅲ. 대안교육으로서의 특성화학교 모델링 = 34
• 1. 대안교육의 교육관과 실천 = 34
• 1.1 대안교육의 의미 = 36
• 1.2 대안교육의 현대 사회 제도교육에 대한 비판 = 37
• 1.3 외국의 대안교육과 실천사례 = 38
• 1.3.1 미국의 대안교육 = 38
• 1.3.2 영국의 대안교육 = 43
• 1.3.3 독일의 대안교육 = 46
• 1.4 우리나라의 대안교육과 실천사례 = 49
• 2. 특성화학교의 개념 및 역사적 배경 = 57
• 3. 특성화학교의 기본적 전제 = 62
• 3.1 교육재정의 확대 = 62
• 3.2 학교운영의 자율화 = 62
• 3.3 학교풍토와 대학입시와의 연관 = 62
• 4. 특성화학교의 특징 = 63
• 4.1 특성화학교와 타 학교체계와의 비교 = 63
• 4.2 특성화학교와 타 학교와의 체제적 교류 = 63
• 5. 특성화학교의 운영 현황 = 64
• 5.1 특성화학교의 수 = 64
• 5.2 학생 지원과 선발의 현황 = 65
• 5.3 재정 지원의 현황 = 66
• 5.4 교사들의 활동 = 67
• 5.5 프로그램의 운영 = 68
• 5.6 교재와 시설 = 68
• 5.7 타 기관과의 연계 = 69
• 6. 특성화학교의 성과와 문제점 = 70
• 6.1 특성화학교의 성과 = 70
• 6.2 특성화학교의 문제점 = 71
• 6.2.1 특성화학교의 특성화 문제 = 71
• 6.2.2 계층화의 문제 = 71
• 6.2.3 정치적인 영향의 문제 = 72
• 6.2.4 비용의 과다 문제 = 72
• 6.2.5 비특성화 학교에 미치는 부정적 효과의 문제 = 73
• 7. 특성화학교의 모델링과 개선방향 = 73
• 7.1. 특성화학교의 모델링 = 73
• 7.1.1 의사결정과 의사소통 = 73
• 7.1.2 목적과 목표 = 74
• 7.1.3 학교 경영방법과 교육과정 = 74
• 7.1.4 교원인사와 학생선발 = 74
• 7.2. 특성화학교 체제의 단계별 절차 = 75
• 7.2.1 도입단계 = 75
• 7.2.2 준비단계 = 75
• 7.2.3 설립단계 = 76
• 7.2.4 운영단계 = 76
• 7.2.5 평가단계 = 76
• 7.3. 특성화학교의 문제점과 보완 = 77
• 7.3.1 특성화 프로그램의 현실성 문제와 보완 = 78
• 7.3.2 특성화학교의 입시전문 기관화 문제와 보완 = 78
• 7.3.3 재원의 분배 문제와 보완 = 79
• 7.3.4 교육시설의 확보 문제와 보완 = 80
• 7.3.5 지역사회와 학부모의 참여 문제와 보완 = 81
• 7.3.6 교원의 인사 문제와 보완 = 81
• Ⅳ. 결론 = 83
• 참고문헌 = 86
• Abstract = 90