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COVID-19시기 원격수업에서 학생들이 겪은 ‘교육의 어려움’에 대한 현상학적 연구
오세라(Sera Oh),김신애(Sineae Kim) 한국교육원리학회 2021 교육원리연구 Vol.26 No.2
이 연구는 COVID-19시기 원격수업과 관련된 모든 어려움을 ‘교육의 어려움’으로 간주하는 관습적 교육관을 문제로 판단하고 순수한 ‘교육의 어려움’이 무엇인지 파악하기 위해 교육본위론에 근거하여 현상학적 체험연구를 진행했다. 이를 위해 원격수업에서 ‘어려움’을 경험했다고 하는 학생들과 면담을 통해 그들의 체험을 상호주관적 환원의 방법으로 해석하고 현상학적 심리학적 환원, 교육학적 환원을 통해 ‘교육의 어려움’의 사실구조를 밝혔다. 연구결과 원격수업에서 학생들이 겪은 ‘교육의 어려움’은 ‘자기에 대한 사랑의 상실’, ‘자신의 한계를 인식할 수 없음’, ‘교사와 교육적 상호작용 감소’, ‘자신과의 싸움에서 실패’, ‘발전을 느끼지 못함’으로 인한 상구교육 내재율의 발현 저해로 드러났다. 이러한 현상의 근저에는 자신에 대한 실망감을 확대 재생산하고 스스로에 대한 구제를 포기하게 만드는 환경으로서 원격수업과 학교의 강제성으로 인한 교육활동의 자율성 상실이 작용하였다. 이 연구는 교육학의 관점에서 원격수업에서 나타나는 ‘교육의 어려움’을 적확하게 이해하고 문제해결의 실마리를 제시했다는 점에서 의의를 갖는다. This study has carried out an empirical phenomenological research on the ‘difficulties in education’ experienced by students who attended online classes in high school during the COVID-19 pandemic. As the source of the ‘difficulties’ testified by the interviewed students looked to have been diverse, The Endogenous Theory of Education was employed as a frame of reference to define the education the students might have experienced. The study tried to reveal the factual structure of the ‘difficulties in education’ found in online classes combining the methods of the phenomenological-psychological reduction and the educational reduction. The result of the study shows that the ‘difficulties in education’ encountered by the interviewed students consist of ‘loss of self-love’, ‘not being able to arrive at the limit of one’s current knowledge (that enables student to further their study)’, ‘decrease of educational interaction with teachers’, ‘failure in the struggle of overcoming one’s current intellectual level’, ‘not being able to have the sense of self-improvement.’ This signifies that the manifestation of the endogenous rule of ascending education has been suppressed during the online classes on which the students sat. It is possible to suppose that the vicious circle of the online class that amplifies one’s disappointment and thus perpetuates the frustration of self-improvement and the schooling itself that suffocates the autonomy of the students by the excessive obligations on learning may generate the examined phenomenon in the study.
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오세라(Sera Oh) 한국교육원리학회 2022 교육원리연구 Vol.27 No.1
‘민주시민교육’연구에서 교육에 대한 맥락의 혼동과 개념 혼란이 발생하고 있다. ‘민주시민교육’연구 문헌을 분석한 결과 ‘민주시민교육’에서 ‘교육’은 수업, 학교생활, 학교운영을 의미하여 이것의 민주화를 ‘민주시민교육’으로 설명하고 있었다. 타 분야의 개념과 원칙을 교육으로 혼동하여 정치사회화를 설명하면서 ‘교육’이라 하거나, 사회적․정치적 현상을 ‘교육원칙’으로 설명하기도 했다. 이러한 맥락 속에서 ‘교육’은 각종 사회문제를 해결하고 타 분야의 목적을 실현하기 위한 기능으로만 설명되고 있다.‘민주시민교육’논의를 정상화하기 위해서는 민주시민을 양성할 수 있는 교육이 무엇인지에 대한 타당한 인식이 선행되어야 한다. 고유한 현상으로서 교육이 드러날 때 민주시민양성을 위한 교육의 개념 또한 제대로 밝힐 수 있을 것이며 학생들에게 실질적으로 도움이 되는 활동을 할 수 있을 것이다. The ‘democratic citizenship education’ study, confusion about context and conception of education is occurring. As a result of analyzing the research literature on ‘democratic citizenship education’, ‘education’ in ‘democratic citizenship education’ means classes, school life, and school managemen, and its democratization is explained as ‘democratic citizenship education’. While explaining political socialization by confusing the concepts and principles of other fields with education, some described it as ‘education’, or explained social and political phenomena as ‘educational principles’. In this context, ‘education’ has become a means for solving various social problems and realizing goals in other fields. In order to normalize the discussion of ‘democratic citizenship education’, a reasonable understanding of what education is must be preceded. To this end, by citing an endogenous theory of education, suggestions were made on education that can serve as a good environment for development of Democratic citizens. When education is revealed as a unique phenomenon, the concept of education for development of Democratic citizens will be properly revealed and activities that will be practically helpful to students will be possible.
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김호정(Kim, Hojung),오세라(Oh, Sera),정수민(Jeong, Su Min),최은희,김민정(Kim, Min Jeung) 충북대학교 생활과학연구소 2016 생활과학연구논총 Vol.20 No.2
This study explored college students awareness about private loan with the changing rational advertisement to emotional advertisement. Between April 7, 2014 and April 8, 2014, survey was conducted in targeting the 285 students who take a class, which is named by consumer credit & personal finance. Major findings are as follow: (1) the respondents give an answer to know about private loan very well, but they have no interest in it and even think it s influence negatively. This is because it s harmful effect was reported in the media. (2) in case of rational advertisements, it s intimate image was made using repetitive sound, dialect, and alarm to impress the financial product. Many of them observed the contents of advertisements law, but need to complement the part of them which don t belong to the law such as exposure time to information. (3) in case of emotional advertisements, it focused on more innovation of image than product information, so drew that people think it as general company. To do that, it used confusing expression although it keeps the advertisement law. (4) the no difference between man and woman was made statistically about awareness to private loan, showing information of ad, and the type of ad. There is more choice between rational ad and emotional ad than gender. Regardless of gender, the respondents trusted emotional ad more and more and put themselves in the situation. In other word, the private loan company developed a marketing strategy which is related with mind. Therefore, it will be proper that education need to be made about private loan for consumers, so they can make the right decision.
KCI
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