교사교육 프로그램을 통한 예술교육정책의 수용과 실천: 미국 교사교육 사례 중심

임경은 한국문화교육학회 2022 문화예술교육연구 Vol.17 No.2

This study examines the process of policy appropriation and implementation in the art education preparation programs through ‘policy as practice,’ one of the educational policy analysis tools. The policy is a process of negotiations and adaptation of how actors perceive the policy externally and internally. In this regard, first, this study analyzes art education and teacher preparation policies surrounding art teacher preparation programs. In the U.S., the National Art Education Association(NAEA) developed art education standards named National Standards for Art Education and National Core Arts Standards. Based on the NAEA's standards, each state's education department developed and launched its own art education standards. This study concentrates on the case of Indiana State. Second, the characteristics of the education policy analysis tool, policy as practice, and the implementation of this analysis tool in art education are discussed. Lastly, by examining two art teacher preparation programs in higher education programs in Indiana State, this study identifies the internal and external factors of how actors adopt and practice the policies. This study would suggest the education policy research analysis tools for art education and the structures of policy appropriation. 본 연구의 목적은 교육정책 분석의 한 연구 방법인 ‘실천으로서의 정책’을 활용하여, 미국의 예비 미술교사교육 프로그램에서의 정책 수용과 실천의 과정을 살펴보고자 하였다. 정책은 일련의 협상과 조정의 과정으로, 받아들이는 실행자들의 외부적, 내부적 요소들에 의해서 영향을 받는다. 이러한 맥락에서 본 연구는 첫째, 미국의 교사교육과 관련된 정책인 초중등 예술교육 규정을 분석하였다. 미국의 사례에서 예술교육 규정은 미국 미술교육 협회(NAEA: National Art Education Association)에서 개발 및 발간한 예술교육 규정을 기반으로 각 주(states)의 교육부들이 주의 상황에 맞는 예술교육 규정을 발표하고 있다. 특히 본 연구에서는 인디애나 주(State of Indiana)의 사례를 구체적으로 분석하였다. 둘째, 실천으로서의 정책 수용 과정을 이해하기 위해 이 연구 방법론의 특성을 분석하고, 나아가 예술교육 정책분석에 어떻게 적용될 수 있는지를 제안하였다. 세 번째, 본 연구는 인디애나 주에 위치한 두 군데 대학의 미술교사교육 프로그램을 ‘실천으로서의 정책’의 연구 방법을 사용하여, 정책을 받아들이는 대학과 프로그램 및 실행자들이 정책을 수용하며 실천하게 되는 외부적, 내부적 요인을 분석하였다. 이를 통해서 본 연구는 예술교육정책의 분석을 위한 정책 분석 틀을 제시하고, 나아가 정책이 수용되는 구조를 탐색하고자 하였다. 결론적으로 본 연구를 통해 미국 내 실제 교육 현장과 연관된 정책분석의 다양한 방법을 이해하고, 정책 실행자들이 정책을 받아들이는 과정을 소개하고 분석함으로써 한국 내 미술교육 관련 정책을 다양한 관점으로 이해하고 분석하는 데 도움이 되기를 기대한다.

한국과 호주의 이중언어 교육정책 비교 -발전 과정 및 현황을 중심으로-

김유연,이규빈 이중언어학회 2018 이중언어학 Vol.73 No.-

This study aims to compare and analyze the bilingual education policies in both Korea and Australia. Both countries had an identity, historically as a homogeneous nation in the past, but have now acknowledged the constantly changing situations in the ever increasing number of immigrants that occurred in Australia during the 1970s and in Korea during the 2000s have respectively started to implement and review their multicultural policies. In the case of Australia, which holds a longer history of multicultural policies than Korea, may be able to provide potential implications for the development of a bilingual education policy in Korea. This study has analyzed the policy documents in both Korea and Australia and supplemented them by both an e-mail and telephone interviews with the key people concerned. We have discovered that Korea has been implementing a bilingual education policy as a part of its multicultural policy since 2006. However, while it is still in a ‘transitional bilingual education paradigm’ targeting primarily on immigrant students, Australia’s policy is moving beyond transitional and conservative bilingual education elements to additional bilingual education for all students, and LOTE(Language Other Than English) also includes Auslan(Australian Sign Language). Based on this analysis, the potential implications for a successful bilingual education policy in Korea are derived as follows: 1. The policy should move away from the paradigm of transitional bilingual education to help immigrant students adapt to Korean society and to move into a bilingual education policy to achieve an authentic and cohesive multicultural society. In order to do this, however, we will need to propose a method to reorganize the second foreign language education to select the languages of the community from the viewpoint of a bilingual education. 2. When choosing a language for a bilingual education, it is necessary to consider it from the perspective of the minority in our society. 3. In order to change the direction of the bilingual education policy, bilingual education and special education teacher policies should be revised as well. 본 연구는 한국과 호주의 학교 이중언어 교육정책을 비교·분석함으로써 다문화 시대의 바람직한 이중언어 교육정책의 방향을 도출하는 데 목적이 있다. 한국과 호주는 인구 구성과 정부구조에 있어서 차이를 보이지만, 일원론적 국민 구성을 표방하다가 각각 1970년대와 2000년대에 다문화사회로 접어들어 다문화 정책을 시행하기 시작했다는 공통점이 있다. 한국보다 오래된 다문화 정책 시행의 역사를 가지고 있는 호주의 사례는 한국의 이중언어 교육정책 발전에 시사점을 제시해 줄 수 있다. 연구 범위는 초중등학교에서 시행되는 다문화학생의 모어 교육으로 한정하였다. 연구 방법으로는 한국과 호주의 정책문서들과 관련 선행연구를 조사하는 문헌분석 방법을 사용하였고, 정책 담당자와의 이메일 혹은 전화 인터뷰를 통해 보충하였다. 이를 통해 한국은 2006년부터 다문화 정책의 일환으로 이중언어 교육정책을 시행해 왔으며, 2010~2012년 시기에 이중언어강사 양성 및 다문화거점학교 지정 등의 정책이 시작됐고, 2013~2017년에는 기존 정책을 유지하며 이중언어교육보다는 한국어교육과정(KSL)에 치중하는 모습이 나타났다는 것을 알 수 있었다. 호주는 1978년부터 지속적으로 이중언어교육에 대한 관심을 보여 왔다. 이주 학생을 위한 언어교육 프로그램인 LOTE(Language Other Than English)는 1981년부터 정규 수업시간에 포함되어 모든 학생을 대상으로 실시되고 있다. 두 나라의 이중언어 교육정책을 비교해본 결과 한국의 정책은 아직 다문화학생만을 대상으로 한 이행적 이중언어교육에 머물러있는 반면, 호주의 정책은 이행적․보존적 이중언어교육을 넘어 모든 학생을 대상으로 한 첨가적 이중언어교육으로 나아가고 있으며, 수화언어도 대상 언어에 포함시키고 있음을 알 수 있었다. 이를 바탕으로 한국 상황에 대한 시사점을 다음과 같이 도출하였다. 첫째, 다문화학생이 한국 사회에 적응하도록 도와주기 위한 이행적 이중언어교육의 패러다임에서 벗어나 더불어 사는 다문화사회를 이룩하기 위한 이중언어 교육정책으로 나아가야 한다. 이를 위해 제2외국어교육을 이중언어교육의 관점에서 지역사회 언어를 단위학교가 선택하도록 재정비하는 방안을 제안한다. 둘째, 이중언어교육 시행 언어를 선택할 때 좀 더 소수자의 시각에서 배려할 필요가 있다. 셋째, 이상과 같이 이중언어 교육정책의 방향을 전환하기 위해서는 다문화언어강사와 특수교육교사 양성정책도 함께 바뀌어야 할 것이다.

정책사의 관점에서 본 학교체육정책 발전방안

진연경 한국체육정책학회 2017 한국체육정책학회지 Vol.15 No.2

The school physical education policy refers to the guidelines of education, in which the government, or a public organization determined the principle and basic policy on educational management for students’ physical activity as a part of educational policies; hereupon, the government is carrying out various systems and polices for the purpose of intramural students’ physical activity revitalization. This study is intending to look into the historical transition process of school physical education policies from the 1890s until the present by period, and to present policy implications for school physical education policy development through the analysis of the recent school physical education policy which is being implemented by the government. As a result of the research, it was found that transitions of the school physical education policy in Korea can be divided into the quickening period-suppression period-establishment period-development period-stagnant period-takeoff period-advancement period by life cycle, and that the latest school physical education policy showed institutional support for school physical education in general, i.e. intramural curricular physical education, school life physical education and school elite physical education, etc. As a result of the analysis of school education policy changes, the aim of the school physical education policy has undergone the process of curricular class → elite physical education →internal stability of the curricular class →school life physical education →school physical activity, showing a change of concern. At present, school physical education is steadily making its developmental efforts while showing an aspect of the quantitative expansion of the policy project through the policy concern throughout the school physical education area in general. For the development of the school physical education policy in the near future, it is required that a substantial policy should be established and implemented through specialized, systematic efforts, and this study proposed the necessity of having to establish the philosophical aim of the school physical education policy.

인문,사회과학편 : 국가수준 학교체육정책 수립의 형성과정 이해

진연경(YeonKyungJin),유정애(JeongAeYou) 한국체육학회 2016 한국체육학회지 Vol.55 No.2

국가수준 학교체육정책은 전국의 모든 초ㆍ중ㆍ고등학교 체육활동에 결정적인 영향을 미치고 있기 때문에 다양한 이해집단의 의견이 합리적ㆍ협력적으로 반영되어야 한다. 이와 같은 중요성이 있음에도 불구하고 국가수준 학교체육정책 수립이 어떤 단계를 거쳐 형성되는지에 대한 학술적 관심은 매우 미진하였다. 따라서 본 연구는 2005년 이후 총 10년 동안 진행되어 온 우리나라 학교체육정책의 형성과정을 이해하는 데 목적을 두고 있다. 이를 위해 교육부가 수립ㆍ시행한 학교체육정책을 기초자료로 활용하였으며, 학교체육정책의 주요 정책행위자인 교육부 학교체육정책담당자 및 체육교사 총 13명을 대상으로 면담을 실시하였다. 연구결과, 문제형성단계-의제화단계-채택단계의 3단계로 국가수준 학교체육정책의 형성과정이 도출되었다. 이 과정에서 교육부의 영향이 가장 큰 것으로 나타났다. 반면 학교체육정책에는 자신의 이익을 추구하는 단체 또는 조직의 조정이나 요구도 거의 발생하고 있지 않아, 일반 정책형성과정에서의 ‘철의 삼각’의 관계는 나타나지 않았다. 즉, 교육부의 절대적 권위 내에서 수집ㆍ집행되고 하위집행기관인 시ㆍ도교육청과 임시적으로 구성된 전문가집단이 교육부에 협력하며 정책이 형성되고 있었다. School physical education policy in a national level should have been established with systematic and collaborative policy making process, because the policy has been significantly impacted on all school levels. Even if there exists this important role of the school physical education policy, little attention is given to understand how the policy making process of school physical education in the national level is being established. Thus, the purpose of this study is to understand the policy making process of school physical education policy in national level for 10 years. For doing this, data are collected using the documents of Ministry of Education(MOE) and 13 in-depth interviews with the main policy executers and physical education teachers. The formation process of school physical education policy has been addressed three stages such as the constructed stage, the issued stage, and legitimized stage. During three stages, it is founded that the role of Ministry of Education is the most influential. On the other hand, the iron triangle that has been indicated in the policy making process in other areas is not addressed in school physical education policy making process, because there are not negotiation and needs of interest groups or institutions in school physical education. That is, the school physical education policy making has been established and implemented within the absolute power of MOE, and with collaboration of MOE, Metropolitan and Provincial Offices of Education, and a group of experts.

School Physical Education Policy in Today`s China

( Qiao Fengjie ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1

Purpose: School physical education is related to the healthy growth and all-round development of adolescent, who is the future of country and nation. School physical education policy directly affects the development of school physical education itself. This paper focus on school physical education policy, which is divided into two categories specific policies and integrated policies, and the following four parts, curriculum and teaching, extracurricular sports, sports facilities and other special policies. Method: The method of literature and logical analysis are used to analyze Chinese school physical education policy and unfold scenery of environment and basis of today China’s school physical education, providing a theoretical basis for the understanding of contemporary China school physical education development context and value in all aspects. Result: Studies suggest that: 1 School physical education curriculum and teaching policy uphold the ideals of adolescent physical health, undergo a process from rough to concrete and fine standards and assessment, and enhance school autonomy in teaching contents; 2. Extracurricular sport is an important part in school sports culture construction, which is not only the path of reserve talents cultivation, but also an important choice for the future sports and education combination mode. Extracurricular sports activities, high-level sports teams, after-school sports training and competition system policy are the four parts, which promote each other, forming a school extracurricular sports policy linkage system; 3. School sports facilities are an important material basis for school physical education work. A series of policies were made to address issues such as the lack of sports venues, and policies for sports facilities and equipment directory standards policy is gradually refined. While "Poison playground" and other practical problems forcing us to continue to improve related policies; 4. School physical education policy involves some special area development and special projects, such as the western rural school physical education, development of traditional sports and the focused sport-football, reflecting the importance of key issues in policy design ; 5 School physical education policy requires co-ordination of internal and external resources, establish and improve a network and linkage mechanism of communities, families and schools, integrate social resources and promote a coordinated development, which is consistent with the overall thinking; 6 School physical education policy stresses the essentials while keep the overall view, established a series of policies with sunshine sports and school football as leading role, which emphasis on the coordination of social multiple forces promoting school physical education development. Its basic philosophy continues to move forward and to maintain the continuity of policy in the time dimension.

Measures to Improve Effects of Policy to Promote School Physical Education by Program

( Ji Young Seo ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: The purpose of this study is to draw measures to improve and support substantial effects of school physical education policy by the program so as to meet the objective of ``Policy to promote school physical education``, which is under promotion by the government. Method: This study collected basic data showing actual practice of school physical education by the program using questionnaire survey, in-depth interview, case study among policy practicers and consumers, and reviewed the policy based on the evidences in several aspects. And the study analyzed the revealed data and suggested measures in details. Result: The findings of the study were classified into regular physical education and autonomous physical education as for measures to implement and support higher effects of school physical education policy by the program. The study suggested the details by the sub-policy as below. Firstly in policy to promote regular physical education, the teachers and students responded in common that there was positive effect of participation in physical activity: school sport club activity with creative experience would improve health and physical strength, give enjoyment in participation, improve friendship, prevent/reduce school violence. On the other hand, problems suggested were limit of provided physical activity, lack of sports space and facilities, no connection with physical education curriculum arising from lack of professionality of the teachers. So, the study suggested need to reorganize the lessons according to ``sports space and facilities to enhance educational effect of school sports club activity lessons as well as need to incorporate school sports club activity into learning content within the physical education curriculum. Secondly running the classroom of 10 units and six terms in high school was assessed to increase students`` regular physical activity and as a result to improve their health and help them release stress. On the other hand, problems revealed were student`s difficulty in getting used to high school curriculum centered on entrance examination, lack of space, content of lessons not differentiated among subjects. So, the study suggested methods for betterment; to increase social awareness on the effect of physical education activity, to reestablish the optional course suitably to high school students and to have 10 units as the minimum to complete. In terms of policy to promote extracurricular autonomous physical education, firstly the study found that offer of physical education programs in extra time allowed students to participate in various physical education programs, resulting in their positive perception of physical education activity and increase of physical activity volume, better relations between friends, and parents. However, some ritualistic operation and lack of substantial educational content were pointed out as problematic. To overcome this, the study suggested improvement measures such as diversification of physical activity programs, increase of teaching effect by appropriate compensation for the operating teachers, and differentiated role of administration and teaching according to the situation. Secondly, running school sports clubs and holding the contest contributed to the student`s enjoyment and improvement of physical strength along with other positive effects of leading the atmosphere of student`s physical education activity, and the students were able to build systematic sports experience and learn sports rituals and manners by taking part in the contests. On the other hand, contest-centered administration had some disadvantages; limit of participation of students who lacked sports capability, occurrence of leaving out students due to the fixed contest time, organization and assistance centered on popular sport events, excessively competitive operation of the contests, workload of the physical education teachers and school inspectors. And the study suggested diversification of school sports club events, developing the clubs even for alienated students to participate gladly, preparation of criteria to reflect student`s participation and activity results in the admission to higher education, alteration of scale of school sports club contests and operation methods, the need to form the main contest organizer, ways to assist manpower to reduce the workload of the relevant teachers. Conclusion: In order to improve the effect of policy to promote school physical education through programs, there needs to be efforts in terms of policy to incorporate this effect into within the regular curriculum. For this, the study proposed policy to strengthen the teaching capability of teachers in elementary schools, policy to include school sports club activity into the regular curriculum in middle schools, and policy to continually to run six term classroom and to activate school sports clubs in high schools.

정책 목표의 추상성과 정책 담론의 모순 : '서울 혁신 교육' 교원 정책의 특징 분석

양희준,김용 한국교원대학교 교육연구원 2021 敎員敎育 Vol.37 No.2

This study analyzes the characteristics of teachers-related policies among the “Seoul Hyukshin Education” policies that the Seoul Metropolitan Office of Education has been promoting since 2010. The research problem is as follows. What did the teacher policy for “Seoul Hyukshin Education” see as a problem? What was the stated policy goal of the “Seoul Hyukshin Education” teacher policy? What is the policy tool of the “Seoul Hyukshin Education” teacher policy? What are the characteristics of the teacher policy for “Seoul Hyukshin Education”? The ‘document analysis’ method was used as a research method to answer the above research problems. The documents subject to analysis were the major speeches of the Seoul Superintendent of Education and the major work plans of the Seoul Office of Education. The results of the study are as follows. ‘Seoul Hyukshin Education’ saw various conditions in which teachers could not devote themselves to educational activities for student growth as a matter of teacher policy, and the stated policy goals was the establishment of a ‘school autonomous operating system’. The means of teacher policy were very diverse, but the level of concreteness was generally low. Two characteristics of the teacher policy of “Seoul Hyukshin Education” can be presented. First, the policy goals were presented abstractly, and there was no goal statement related to the teacher's internal motivation. Second, there were conflicting views with respect to teachers in policy discourse. These characteristics lead to the passiveness of teacher policy. In order for the teacher policy of ‘Seoul Hyukshin Education’ to succeed in the future, based on the diagnosis of the possibility and limitations of the teacher policy, it should be consistently requested as a national-level policy, and should be promoted at the level of the metropolitan and provincial offices of education. Some policies such as the innovation of teacher appointment procedure and the period of rotation for teachers also need to be considered. 이 연구는 2010년 이래 서울시교육청이 줄곧 추진해 온 ‘서울 혁신 교육’ 정책 중 교원 관련 정책의 특징을 분석한 것이다. 정책 문제와 해결책에 관한 ‘합리적 접근’의 관점을 벗어나 정책에 관한 담론적 분석을 시도하였다. 연구 문제는 다음과 같다. ‘서울 혁신 교육’ 교원 정책은 무엇을 문제로 보았는가? ‘서울 혁신 교육’ 교원 정책이 표명한 정책 목표는 무엇이었는가? ‘서울 혁신 교육’ 교원 정책의 정책 수단은 무엇인가? ‘서울 혁신 교육’ 교원 정책의 특징은 무엇인가? 이상의 연구 문제를 다루기 위한 연구 방법으로는 ‘문서 분석’ 방법을 사용하였다. 서울시교육감의 주요 연설문과 서울시교육청의 주요업무계획 문서를 주로 분석하였다. 연구 결과, ‘서울 혁신 교육’은 학생의 성장을 위한 교육 활동에 교사들이 전념할 수 없는 여러 조건을 교원 정책의 문제로 보았으며, 표명된 정책 목표는 ‘학교 자율 운영 체제의 구축’이었다. 교원 정책의 수단은 매우 다양했으나 구체성의 수준은 대체로 낮았다. ‘서울 혁신 교육’ 교원 정책의 특징으로는 다음 두 가지를 제시할 수 있다. 첫째, 정책 목표가 추상적으로 제시되었고, 교원의 내적 동기와 관련된 목표 진술이 부재하다. 둘째, 교원에 관한 정책 담론은 모순적이다. 교원을 혁신 주체로, 그러나 치유 대상으로 보는 대립적 관점은 정책의 소극성으로 연결된다. 향후 ‘서울 혁신 교육’의 교원 정책이 정책적 소극성을 벗기 위해서는 교원인사정책, 교원연수정책의 가능성과 한계에 대한 진단에 기반하여, 국가 수준의 정책으로 꾸준히 요구할 것과 시・도교육청 차원에서 추진할 수 있는 개혁 방안을 구분하여 지속적으로 추진해 나갈 필요가 있다. 아울러 교원 임용 단계의 혁신과 교원의 순환 근무 기간을 연장하는 방안을 모색할 필요가 있다.

한국어교육 정책에 대한 언론 보도 양상-2012년부터 2019년까지의 신문 기사를 중심으로-

이현주 한국국어교육학회 2020 새국어교육 Vol.0 No.123

목적:한국어교육 정책에 관한 언론보도는 한국어교육 정책을 대중들에게 알리는 장이라 볼 수 있다. 이에 언론에서 한국어교육 정책에 관해 무엇을 보도하고 어떤 정책을 문제 삼고 있는지 살펴볼 필요가 있다고 판단되어 2012년부터 2019년까지 한국어교육 정책과 관련된 언론 보도를 분석하였다. 방법:분석은 뉴스빅데이터 분석시스템인 빅카인즈를 이용하였으며, 11개 중앙지를 대상으로 하였다. 먼저, 시기별, 통합 분류별, 연관어별로 분석하고, 다음 한국어교육 정책 대상자별로 분석하였으며, 마지막으로 한국어교육 정책을 내용별로 분석하였다. 결과:그 결과 한국어교육 정책에 관한 언론 보도는 2018년에 가장 많이 나왔고, 2014년에 가장 적게 보도 되었다. 한국어교육 정책 언론 보도는 주로 사회면에서 다뤄지고 있었으며, 다문화를 키워드로 한 기사가 많았다. 한국어교육 대상자별 분석에서도 다문화가족을 대상으로 한 보도 건수가 가장 높았으며, 정책별 분석에서도 역시 다문화정책에 관한 보도를 빈번하게 볼 수 있었다. 결론:이러한 분석을 통해 앞으로도 한국어교육 정책에 관한 언론 보도가 꾸준히 이어져야 할 것이며, 언론사에서는 한국어교육 정책을 보도하는 대상과 주제를 다양화해야 할 것을 제언하였고, 향후 한국어교육 정책에 관해 보다 나은 내용이 보도되기를 기대하였다. Purpose:The media about Korean language education policy is to inform people of Korean language education policy. Therefore, it is necessary to look at what the media is reporting about Korean language education policy and what policy issues it has. This study analyzed media reports related to Korean language education policies from 2012 to 2019. Methods:As the analysis, ‘BIG KINDS’, a news big data analysis system, was used, and 11 major newspapers were reviewed. First, it was analyzed by period, integrated classification, and related words, and then by Korean language education policy targets. Finally, Korean education policy was analyzed by content. Results:As a result, the media coverage of Korean language education policy was the most frequent in 2018 and the lowest in 2014. Korean language education policy The media reports were mainly dealt with in social terms, and there were many articles with keywords as multiculturalism. ‘Multicultural families’ were the most frequently analyzed Korean education subjects. In the analysis by policy, there were also many reports on ‘multicultural policy’. Conclusion:As a result of this analysis, it was suggested that the reporting on Korean language education policy should be continued in the future, and the media should diversify the subjects and subjects for reporting on Korean language education policy. It was expected that better content would be reported on Korean language education policy in the future.

어문 정책에 따른 漢字敎育 정책 변천 과정 연구

김영옥 고려대학교 고려대학교 부설 한자한문연구소 2024 동아한학연구 Vol.- No.18

본 연구는 한국의 공식적인 문자 표기 방식이 한자에서 한글로 전환되는 1894년 高宗 勅令 반포를 기점으로, 이후 어문 정책에 따라 한국의 漢字敎育 정책이 변천되는 과정과 그 특징을 고찰하는 것을 목적으로 하였다. 시기별 어문 정책과 그에 따른 한자교육 정책 변천 과정의 특징과 시사점은 다음과 같다. 첫째, 시기별 어문 정책이다. 1894년 ‘고종 칙령’, 1948년 ‘한글 전용에 관한 법률’, 2005년 ‘국어기본법’ 등이 한자교육 정책에 영향을 미친 주요한 정책, 법규였다. 둘째, 어문 정책에 따른 한자교육 정책이다. 어문 정책이 시행됨에 따라, 한자 폐지론, 초ㆍ중등학교 한자교육, 국어과에서의 한자교육, 한자 병기, 상용한자 제정, 한문교육용 기초한자 제정 등 한자교육 정책이 시행되었다. 셋째, 향후의 한자교육 정책에 대한 提言이다. 기존 어문 정책과 한자교육 정책에 대한 검토를 통해, 향후 한자교육 정책을 제안, 수립, 시행하는 데에 필요한 방안을 제안하였다. 본 연구에서는 어문 정책에 따른 한자교육 정책 변화의 양상을 구체적으로 살펴보면서 그것의 특징과 시사점을 분석하였다. 이를 통해 국가 차원의 어문 정책이 한자교육에 미치는 영향을 파악할 수 있었다. 향후 한자교육 정책의 방향을 모색하는 데에 일정한 도움이 될 것으로 생각된다. The purpose of this study is to study the process and characteristics of changes in Korean Chinese Character Education Policy according to the Korean Language Policy after 1894. The characteristics of the Chinese Character Education Policy change process according to the Korean Language Policy by period are as follows. First, it is the Korean Language Policy according to the periods. The Chinese Character Education Policy was related to the ‘Order of King Gojong’ in 1894, the Act on the ‘Exclusive Use of Hangeul’ in 1948, and the ‘Framework Act on the Korean Language’ in 2005. Second, it is the Chinese Character Education Policy according to the Korean Language Policy. According to the Korean Language Policy, Chinese Character Education policies were implemented, including the abolition of Chinese characters, Chinese character education in elementary and secondary schools, Chinese character education in the Korean language subject, writing Chinese characters with Hangeul side by side, enactment of Commonly used Chinese character and Chinese characters used when educating Chinese characters. Third, an opinion on the future Chinese Character Education Policy. Through a review of the existing Korean Language Policy and Chinese Character Education Policy, the measures necessary to propose, establish, and implement the Chinese Character Education Policy in the future were proposed. In this study, the characteristics were analyzed by examining the process of change in Chinese Character Education Policy according to the Korean Language Policy in detail. Through this, it was possible to find out the effect of the Korean Language Policy at the national level on Chinese Character Education. In conclusion, it is thought that it will help to find the developmental direction of the future Chinese Character Education Policy.

유아교육·보육 정책 관련 학술지 연구논문 동향 분석: 2005-2009

신은미 ( Shin Eun Mi ) 한국영유아교육보육학회 2009 영유아교육.보육연구 Vol.2 No.2

본 연구는 영유아보육법과 유아교육법이 시행된 2005년부터 현재까지 유아교육 및 보육 관련 정책들에 대한 연구들의 경향을 분석함으로써 유아교육 및 보육의 정책 발전을 위한 기초자료를 제공하려는데 그 목적을 두었다. 이를 위해 등재학술지인 「유아교육연구」, 「열린유아교육연구」, 「미래유아교육학회지」, 「유아교육학논집」, 「한국영유아보육학」, 「아동학회지」에 게재된 논문 중 영유아 교육 및 보육 정책과 관련된 연구 150편을 분석하였다. 분석결과, 최근 5년 동안 영유아 교육 및 보육 정책과 관련된 연구는 숫적으로 급증한 것으로 나타났다. 연도별로 살펴보면, 2007년에 가장 많은 연구가 이루어졌고, 그 다음 2006년, 2008년, 2005년, 2009년 순으로 나타났다. 이러한 현상은 아직까지 영유아 교육과 보육에 관한 정책 연구가 시기적 또는 사회적 요구나 시책에 따라 이루어지는 경향 때문인 것으로 분석되었다. 그리고 영유아 교육 및 보육 정책 관련 연구들을 주제에 따라 분석한 결과, 유아교육 및 보육 정책 일반에 관한 연구, 교육 및 보육과정 개발에 관한 연구, 유치원 평가 및 보육시설 평가인증제와 관련된 연구들이 높은 비중을 차지하고 있는 것으로 나타났다. 이를 기초로 효과적인 정책 수행을 위해서는 정부의 정책 제안에 처방적인 연구보다는 정책을 주도하는 학문적 토대 형성이 중요함을 제안하였다. The purpose of this study was to analyze the research trends of policy in early childhood education and care policy to provide research data for improvement policy and progress of early childhood education and care. The subjects of this study were 150 studies published by 「Korean Journal of Early Childhood Education」, 「The Journal of Korea Open Association for Early childhood Education」, 「Journal of Future Early Childhood Education」, 「Early Childhood Education Research & Review」, 「Korea Journal of Child Care and Education and Journal of Child Studies」. The 150 studies were analyzed according to the numbers of year ranges and research subjects. The results of this study are as follows: Early childhood education and care policy studies have increased since 5 years recently. The number of studies about early childhood education and care policy were affected by timely or socially needs and government`s policy. Many of policy studies were fulfilled for 2 years, 2007 and 2006. Also, a large number of study subjects were about rational and general policy toward the early childhood education and care progress, the development of early childhood education and care curriculum, and the childhood education center evaluation. This study suggests that study about early childhood education and care policy is important. ecause study of policy is a foundation of leading government`s policy and helps government carry out policy effectively.