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尹亨遠 淸州敎育大學校 1970 論文集 Vol.6 No.-
(A) statement of the problem The liberation from Japanese colonialism was, indeed, a turning point for korean education; from totalitarian to democratic modes of education, from centuries old feudalistic to liberal concepts. From this historical point, We initiated so called democratic educational movements in its educational system, educational practices and educational philosophy which were originally derived from those of united States. But there were many maladjustments in Korea's efforts to adapt American type education into its situation. Educational system, curriculum and teaching methods newly advanced were failed or much changed in practical aspects. I may be forgiven if I say that those maladjustment mainly came from two causes; first is our failing in correct understanding of American education; second is our inability to a dapt American system into our realities. With such a consideration in my mind, I aimed to correct understand for the educational system, philosophical trends and teaching methodology in both conutries by way of some comparative method and finally to find some implications for the improvement of Korean educational system. (B) Outlines of Findings I) Administrative organization. The power of the government of the United Sates in education are delegated to the function of each states rather than inherent in it(10th Amendment of the Constitution). Even though central government has a educational organization named as the U. S. Office of Education which is a part of Department of Health, Education and Welfare, it is not controling agency over the States, but is a agency of cooperation, services and information. But the Ministry of Education in Korea which ha most central educational powers to control all provincial system of education, Paradoxically, fellowed some organizational model of U. S. Office of Education since the times of U. S. military government in Korea. It would be far better if the organizational structure of ministry of Education should followed that of some State Department of Education which is mostly organized in the aspect of functional operation. Educational autonomy of United States which was grown up from the peoples voluntary part icipation into the educational affairs, has been organized in state and local unit. Their organizational characteristics will be named as follows; unity in diversity, proffessionalist's execution through laymen's control and decentralionalization of Power safeguarded from political control. Educational autonomy of Korea was also afected by U. S. system of local units;. First educational autonomy of Korea which was influenced by a school district plan of U. S. military government law(law no. 217) had begun its set up in 1952(with the adminitrative unit of city and county), and in 1964(with the administrative unit of special, direct control city and provincial government). Both of those educational a autonomy have failed their orignal principles in initiating people's participation, maintaining political neutrality and delivering decentralization of powers and administrative efficiency. In order to protect those failures, following ways will be available; these ways are to exclude ex-officio board members, to select board member by popular election, to set up school districts according to the wishes of local peoples, to safeguard professional superintendency, and to formulate the board of education as a educational decision making agency. (2) School system and educational practices. The first plan for the school system of Korea was originally planned by the korean council on Education which could named as a consultating organization for the U, S. military government. This school system, though revised several times, has been continued until now. We know that this systems are progressive and advanced one in United States, but we didn't check its adaptability in our culture at the time of reception. Educational or teaching methology of Korea was also much influenced by several American educational missions to Korea, namely; Teacher Training corps in 1948, Unitarian Service committee in 1953 and Peabody Team after them and many scholars, contribution to educational situations. Their contribution to educational practices of Korea were valuable and gave new direction of teaching methodology in which child's interests and living experiences were emphasized in accordance with the educational philosophy of progressivism. But we must understand the other aspect of educational philosophy and their educational methodology. In these catagories, the essentialism, perenialism and reconstructionism may be included. We should get overall insight concerning educational practices derived from many educational philosophies above mentioned and have some intelligence to apply them into teaching learning situations.